期刊
JOURNAL OF COMPUTERS IN EDUCATION
卷 4, 期 4, 页码 355-369出版社
SPRINGER HEIDELBERG
DOI: 10.1007/s40692-017-0090-9
关键词
Computational thinking; Computational thinking skills; Academic performance; CEGEP students; Curricular alignment
The continued call for twenty-first century skills renders computational thinking a topical subject of study, as it is increasingly recognized as a fundamental competency for the contemporary world. Yet its relationship to academic performance is poorly understood. In this paper, we explore the association between computational thinking and academic performance. We test a structural model-employing a partial least squares approach-to assess the relationship between computational thinking skills and academic performance. Surprisingly, we find no association between computational thinking skills and academic performance (except for a link between cooperativity and academic performance). These results are discussed respecting curricular mandated instruction in higher-order thinking skills and the importance of curricular alignment between instructional objectives and evaluation approaches for successfully teaching and learning twenty-first-century skills.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据