Examinando por Autor "Marcelino, Pedro"

Mostrando 1 - 4 de 4

A Bebras Computational Thinking (ABC-Thinking) program for primary school: Evaluation using the competent computational thinking test
(Springer, 2023) Zapata-Cáceres, María; Marcelino, Pedro; El-Hamamsy, Laila; Martín-Barroso, Estefanía
Bebras tasks are considered to develop Computational Thinking (CT) and are currently used for this purpose in many studies. However, the relationship between Bebras tasks and CT is recent and, given the scarcity of validated instruments for assessing CT that are not associated with a specific learning environment, the expected development of CT through Bebras tasks has not been sufficiently evaluated, especially in Primary School. For this reason, we designed the ABC-Thinking program for the development of CT in which a set of Bebras tasks were selected and categorised according to the CT skills they were related to, specific lesson plans were designed to integrate these tasks in a 12-week curriculum, and teachers were trained to apply the program. Using the competent Computational Thinking test (cCTt) in a pre-post-test experimental design, we looked to determine whether Primary School students developed specific CT skills after the program, and, therefore, whether Bebras could be considered suitable for the development of this competence. The results show a significant development in specific CT skills, interesting findings in the gender differences in this development, and between high and low performers. Finally, qualitative data indicate the suitability of the ABC-Thinking program with respect to teachers’ practice.
A Bebras Computational Thinking (ABC-Thinking) program for primary school: Evaluation using the competent computational thinking test
(Springer, 2024-01-17) Zapata-Cáceres, María; Marcelino, Pedro; El-Hamamsy, Laila; Martín-Barroso, Estefanía
Bebras tasks are considered to develop Computational Thinking (CT) and are currently used for this purpose in many studies. However, the relationship between Bebras tasks and CT is recent and, given the scarcity of validated instruments for assessing CT that are not associated with a specific learning environment, the expected development of CT through Bebras tasks has not been sufficiently evaluated, especially in Primary School. For this reason, we designed the ABC-Thinking program for the development of CT in which a set of Bebras tasks were selected and categorised according to the CT skills they were related to, specific lesson plans were designed to integrate these tasks in a 12-week curriculum, and teachers were trained to apply the program. Using the competent Computational Thinking test (cCTt) in a pre-post-test experimental design, we looked to determine whether Primary School students developed specific CT skills after the program, and, therefore, whether Bebras could be considered suitable for the development of this competence. The results show a significant development in specific CT skills, interesting findings in the gender differences in this development, and between high and low performers. Finally, qualitative data indicate the suitability of the ABC-Thinking program with respect to teachers’ practice.
Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: The Beginners' CT test (BCTt) and the competent CT test (cCTt)
(Frontiers Media, 2022-12-12) El-Hamamsy, Laila; Zapata-Cáceres, María; Marcelino, Pedro; Bruno, Barbara; Zufferey, Jessica Dehler; Martín-Barroso, Estefanía; Román-González, Marcos
Introduction: With the increasing amount of research around Computational Thinking (CT) and endeavors introducing CT into curricula worldwide, assessing CT at all levels of formal education is of utmost importance to ensure that CT-related learning objectives are met. This has contributed to a progressive increase in the number of validated and reliable CT assessments for K-12, including primary school. Researchers and practitioners are thus required to choose among multiple instruments, often overlapping in their age validity. Methods: In this study, we compare the psychometric properties of two of these instruments: the Beginners' CT test (BCTt), developed for grades 1–6, and the competent CT test (cCTt), validated for grades 3–4. Classical Test Theory and Item Response Theory (IRT) were employed on data acquired from 575 students in grades 3–4 to compare the properties of the two instruments and refine the limits of their validity. Results: The findings (i) establish the detailed psychometric properties of the BCTt in grades 3–4 for the first time, and (ii) through a comparison with students from the same country, indicate that the cCTt should be preferred for grades 3–4 as the cCTt is able to discriminate between students of low and medium ability. Conversely, while the BCTt, which is easier, shows a ceiling effect, it is better suited to discriminate between students in the low ability range. For these grades, the BCTt can thus be employed as a screening mechanism to identify low ability students. Discussion: In addition to providing recomendations for use of these instruments, the findings highlight the importance of comparing the psychometric properties of existing assessments, so that researchers and practitioners, including teachers and policy makers involved in digital education curricular reforms, may take informed decisions when selecting assessments.
Understanding Teachers’ Attitudes and Self-Assessment Towards Computational Thinking
(APSCE CTE-STEM, 2022) Zapata-Cáceres, María; Fanchamps, Nardie; Yeter, Ibrahim H.; Marcelino, Pedro; Martín-Barroso, Estefanía
Around the world, attention is being paid to computational thinking (CT) in education. Integration into school curricula places additional demands on teachers, promoting the skills and attitudes necessary to teach and integrate CT into education. Above all, it is important that teachers themselves are aware of the importance of CT and have a clear perception of its meaning. Toenable an effective and developmentally-enhancing implementation of CT in education, teachers must have competence to teach CT,recognize from what age CT can be taught, and howto transfer the acquired CT skills to other school subjects and areas. Therefore, we collected and compared data among schoolteachers from four different countries to enlighten their attitudes towards CT, their opinion about opportunities and possibilities for integrating CT into education, and how and from what age CT can best be applied. Furthermore, by administering and evaluating the Beginners Computational Thinking Test (BCTt), teachers’ perspectives regarding this validated instrument for the assessment of CT are analysed. From qualitative data obtained, we could deduce information about teachers' self-assessment of competence, confidence,and motivation to teach CT. From quantitative data collected by administeringthe BCTt to teachers, we obtained indications of teachers' mastery of CT competence. The data analysis confirmed our hypothesis that discrepancies exist between teachers' self-assessment and their actual CT competence. It can be argued that the findings fromour research, therefore, provide valuable information for further shaping teachers' future professionalisation concerning CT.