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Impact of common computing curriculum strategies on pupil recall and application of computational thinking concepts
Sadler, Samantha
Sadler, Samantha
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08_TICE1_Sadler.pdf
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Authors
Editors
Date
2016
Educational Level
ISCED Level 3 Upper Secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
This project investigated whether computational-thinking concepts could be developed through small, relatively unobtrusive additions to existing secondary lessons rather than through a separate scheme of work. It asked whether learners already understood computational-thinking ideas without explicit instruction and whether a series of short interventions could improve their identification, explanation and application of those concepts.
All Year 7 learners took part in a sequence of eight computational-thinking tasks intended for use as lesson starters, plenaries or homework. Seven class groups received the activities across several lessons, although timetable and organisational demands meant that no group completed eight consecutive weeks. The tasks were designed to be self-contained so that computer-science specialists, IT teachers and non-specialists could use them. Evidence was collected through pre- and post-testing with a questionnaire developed jointly with another teacher. Technical problems reduced the initial sample to 77 learners, while the post-test involved 112; a matched original sample of approximately 70 learners was therefore also examined separately.
Average scores rose in both analyses. Across the full samples, the mean increased by 2.429 points, while the matched group showed a larger average rise of 4.9 points. Most tracked learners improved, although seven stayed the same or declined. The reported t-test supported a significant difference between pre- and post-test results. The study concluded that computational-thinking skills could be taught effectively through a 'little and often' model and integrated into existing curriculum plans. It proposed further investigation of whether learners applied these skills across subjects or only within computing.
Description
Keywords
computing education, computational thinking, curriculum integration