Investigating the Impact of Programming Activities on Computational Thinking and AI Literacy in Spanish Schools

  1. Moreno-León, Jesus 1
  2. Vasco-González, Margarita 3
  3. Román-González, Marcos 2
  4. Robles, Gregorio 4
  1. 1 Universidad de Sevilla, Spain
  2. 2 Universidad Nacional de Educación a Distancia, Spain
  3. 3 Universidad Antonio de Nebrija, Spain
  4. 4 Universidad Rey Juan Carlos, Spain
Mostrar afiliacións +
Actas:
Proceedings of the 19th WiPSCE Conference on Primary and Secondary Computing Education Research

ISBN: 979-8-4007-1005-6

Ano de publicación: 2024

Volume: 17

Páxinas: 1-10

Tipo: Achega congreso

DOI: 10.1145/3677619.3678111 GOOGLE SCHOLAR lock_openAcceso aberto editor
€ Ver financiamento

Información de financiamento

Financiadores

Referencias bibliográficas

  • 10.1145/3556787.3556874
  • 10.1016/j.caeai.2022.100099
  • 10.1145/1060071.1060072
  • 10.1145/2481449.2481483
  • Laura Benton, Celia Hoyles, Ivan Kalas, and Richard Noss. 2016. Building mathematical knowledge with programming: insights from the ScratchMaths project. Suksapattana Foundation.
  • 10.1016/j.caeai.2023.100143
  • Stefania Bocconi Augusto Chioccariello Panagiotis Kampylis Valentina Dagienė Patricia Wastiau Katja Engelhardt Jeffrey Earp Milena Horvath Eglė Jasutė Chiara Malagoli 2022. Reviewing computational thinking in compulsory education: State of play and practices from computing education. (2022).
  • Quinn Burke and Yasmin B Kafai. 2012. The writers’ workshop for youth programmers: digital storytelling with scratch in middle school classrooms. In Proceedings of the 43rd ACM technical symposium on Computer Science Education. 433–438.
  • Deborah Butler. 2000. Gender, Girls, and Computer Technology: What’s the Status Now?The Clearing House 73, 4 (2000), 225–229. http://www.jstor.org/stable/30189551
  • 10.1007/s40692-020-00177-2
  • Lee J Cronbach. 1970. Essentials of psychological testing. (1970).
  • Jie Du and Hayden Wimmer. 2019. Hour of Code: A study of gender differences in computing. Information Systems Education Journal 17, 4 (2019), 91.
  • 10.1145/2818314.2818328
  • Laila El-Hamamsy, María Zapata-Cáceres, Pedro Marcelino, Barbara Bruno, Jessica Dehler Zufferey, Estefanía Martín-Barroso, and Marcos Román-González. 2022. 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 in Psychology 13 (2022), 1082659.
  • 10.1109/ACCESS.2019.2956136
  • 10.1002/cae.22255
  • Juan David Rodríguez García, Jesús Moreno-León, Marcos Román-González, and Gregorio Robles. 2020. LearningML: a tool to foster computational thinking skills through practical artificial intelligence projects. Revista de Educación a Distancia (RED) 20, 63 (2020).
  • 10.1109/SIIE48397.2019.8970124
  • M Román González. 2015. Computational thinking test: Design guidelines and content validation. In EDULEARN15 Proceedings. IATED, 2436–2444.
  • 10.1145/2532748.2532768
  • Josef Guggemos, Sabine Seufert, and Marcos Román-González. 2023. Computational thinking assessment–towards more vivid interpretations. Technology, Knowledge and learning 28, 2 (2023), 539–568.
  • John Hattie. 2016. Visible learning. A synthesis of over 800 metaanaly (2016).
  • Gwo-Jen Hwang, Haoran Xie, Benjamin W Wah, and Dragan Gašević. 2020. Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence 1 (2020).
  • 10.1145/3481312.3481328
  • Dale Lane. 2021. Machine learning for kids: A project-based introduction to artificial intelligence. No Starch Press.
  • 10.1016/j.caeai.2023.100126
  • Bruno Lepri, Nuria Oliver, and Alex Pentland. 2021. Ethical machines: The human-centric use of artificial intelligence. IScience 24, 3 (2021).
  • 10.1145/3364510.3364520
  • Ramon Mayor Martins Christiane Gresse von Wangenheim Marcelo Fernando Rauber and Jean Carlo Rossa Hauck. 2022. Evaluation of the course Machine Learning for All!Technical Report.
  • 10.1145/3605468.3609759
  • 10.1016/j.caeai.2022.100095
  • 10.1109/EDUCON.2016.7474546
  • Jesús Moreno-León Gregorio Robles Marcos Román-González and Juan David Rodríguez. 2019. Not the same: a text network analysis on computational thinking definitions to study its relationship with computer programming. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa7 (dic. 2019). https://doi.org/10.6018/riite.397151
  • 10.1016/j.caeai.2023.100142
  • 10.1016/j.caeai.2021.100041
  • National Institute of Education Technologies and Teacher Training (Spain). 2022. Escuela de Pensamiento Computacional e Inteligencia Artificial 20/21: Enfoques y propuestas para su aplicación en el aula.
  • 10.1145/3408877.3439642
  • Seymour A Papert. 2020. Mindstorms: Children, computers, and powerful ideas. Basic books.
  • 10.1145/1592761.1592779
  • 10.1016/j.caeai.2023.100145
  • 10.1145/3408877.3432393
  • Marcos Román-González. 2022. Pensamiento computacional: Un constructo que llega a la madurez. Blog Aula Magna 2 (2022), 1–12.
  • 10.1007/978-981-13-6528-7_6
  • 10.1016/j.chb.2016.08.047
  • 10.1016/j.ijcci.2018.06.004
  • Stuart J Russell and Peter Norvig. 2016. Artificial intelligence: a modern approach. Pearson.
  • 10.1145/2670757.2670778
  • 10.1145/3556787.3556869
  • 10.1016/j.caeai.2022.100065
  • 10.1016/j.compedu.2016.03.003
  • 10.1145/3556787.3556788
  • 10.1145/3488042.3488053
  • David Touretzky. 2019. The ai4k12 initiative: Developing national guidelines for teaching ai in k-12. GlobalSWEdu2020_Touretzky. pdf (2019).
  • David S Touretzky and Christina Gardner McCune. 2022. Artificial Intelligence Thinking in K–12. In Computational Thinking Education in K–12: Artificial Intelligence Literacy and Physical Computing. MIT press, 153–180.
  • Jessica Van Brummelen, Tommy Heng, and Viktoriya Tabunshchyk. 2021. Teaching tech to talk: K-12 conversational artificial intelligence literacy curriculum and development tools. In Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 35. 15655–15663.
  • 10.1145/1118178.1118215
  • 10.1016/j.caeai.2022.100061
  • 10.1145/3556787.3556858
  • 10.1109/EDUCON45650.2020.9125368
  • 10.1109/VL