Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences
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- 作者：Soumela Atmatzidou ; atmatzid@csd.auth.gr" class="auth_mail" title="E-mail the corresponding authorAuthor Vitae ; Stavros Demetriadis sdemetri@csd.auth.gr" class="auth_mail" title="E-mail the corresponding authorAuthor Vitae
- 关键词：Computational thinking ; Educational robotics ; Secondary education ; Skill development
- 刊名：Robotics and Autonomous Systems
- 出版年：2016
- 出版时间：January 2016
- 年：2016
- 卷：75
- 期：part_PB
- 页码：661-670
- 全文大小：520 K
文摘
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Students reach the same level of Computational Thinking (CT) skills development independent of their age and gender.
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Computational Thinking skills in most cases need time to fully develop (students’ scores improve significantly towards the end of the activity).
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Girls appear in many situations to need more training time to reach the same skill level compared to boys.
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The different modality (written and oral) of the CT skill assessment instrument may have an impact on students’ performance.