![]() ![]() Theoretical framework Skills and robotics We did so at two different educational levels in the Dutch educational system. This way, we were able to determine whether the CTT, a new instrument for a set of new learning goals, is aligned with the TOLT, an accepted instrument for logical thinking, a prerequisite for computational thinking. In a quasi-experimental design, for the pre- and post-test, we used both the TOLT and the CTT to determine learning gains and compared these learning gains as measured by the TOLT on the one hand and the CTT on the other hand. We deployed an intervention as regards robotics education ( De Vink et al., 2022). ![]() As the TOLT is still accepted as a valid and reliable measure of students' logical thinking, we stated that a positive correlation between the CTT and the TOLT would confirm the scientific value of the CTT. In this study, we investigated whether computational thinking, as measured by the Computational Thinking Test (CTT) ( Bati, 2018a), is related to logical thinking, as measured by the Test of Logical Thinking (TOLT) ( Tobin and Capie, 1981). In the slipstream of such a discussion, there is always the issue of how to measure and the data needed to determine the extent to which students show CT when solving problems. ![]() Since Wing (2006) reanimated the seminal construct of computational thinking (CT) by Papert (1993), much academic discussion has been conducted on the exact nature of CT and the competencies it consists of. This study, with small sample size, does not show the effect of the robotics course on either logical or computational thinking. This study's results show a significant positive correlation between computational and logical thinking. The intervention group ( N = 11) followed a robotics course between the pre- and post-test. Thirty-five students were pre-tested to assess their logical thinking and post-tested for their logical thinking and their computational thinking. Therefore, we investigated the effect of a robotics course concerning logical thinking and computational thinking on 14-year-old Dutch students. This pilot study examines whether computational and logical thinking are related. Nevertheless, the assessment of this skill is a matter of contention.
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