Academic Journal
Computational Thinking in K-12 Education. An Insight through Meta-Analysis
| العنوان: | Computational Thinking in K-12 Education. An Insight through Meta-Analysis |
|---|---|
| اللغة: | English |
| المؤلفون: | Merino-Armero, José Miguel (ORCID |
| المصدر: | Journal of Research on Technology in Education. 2022 54(3):410-437. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Meta Analysis, Computer Science Education, Thinking Skills, Intervention, Kindergarten, Elementary Secondary Education, Instructional Effectiveness, Effect Size, Comparative Analysis, Programming, Teaching Methods |
| DOI: | 10.1080/15391523.2020.1870250 |
| تدمد: | 1539-1523 1945-0818 |
| مستخلص: | The interest in computational thinking development at pre-university education stage is increasing. In this study, a meta-analysis was conducted to address two main objectives: (a) to analyze the effectiveness of empirical interventions in K-12 education for the development of Computational Thinking (CT); and (b) to identify and evaluate the variables that influences the effectiveness of the interventions. The analysis was especially focused on the intra-group effect sizes. Interventions show large effect size in the development of CT in the comparison between pre- and post-tests (g = 1.044). Among the different types of interventions, programming is the most efficient learning tool. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1365559 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1539-1523 1945-0818 |
|---|---|
| DOI: | 10.1080/15391523.2020.1870250 |