期刊論文
Monitoring cognitive development through the assessment of computational thinking practices: A longitudinal intervention on primary school students
- Monitoring cognitive development through the assessment of computational thinking practices: A longitudinal intervention on primary school students
- Computers in Human Behavior, 145, 2023
- Elsevier
- 2023
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- Hong Kong
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- 1997.7 onwards
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- 小學教育
- Computational thinking (CT) practices is a critical cognitive tool for students to overcome challenges in this technological era. Few studies investigated CT practices from a development perspective. A two-year intervention was implemented in 30 intervention and 22 control schools in Hong Kong to promote CT education (T1baseline: N = 13,056; T2: N = 16,367; and T3: N = 15,269). Senior primary students (grades 4 to 6) around 8–12 years old were targeted. Among them, 34% were girls at T1baseline. Their learning progression of cognitive development was assessed with a CT practices test. Data were analyzed using item response analysis. Learning trajectories of CT practices were modeled to understand how students’ cognitive development differed between schools. Insights of findings were discussed in bringing CT practices to life. Copyright © 2023 Elsevier Ltd. All rights reserved.
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- 英文
- 期刊論文
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- 07475632
- https://bibliography.lib.eduhk.hk/tc/bibs/349a3f90
- 2023-08-10
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