Page 11 - Fister jr., Iztok, Andrej Brodnik, Matjaž Krnc and Iztok Fister (eds.). StuCoSReC. Proceedings of the 2019 6th Student Computer Science Research Conference. Koper: University of Primorska Press, 2019
P. 11
le 1: Computational thinking framework for introductory programming in higher education
Components of Problem concep- Implementation Debugging Evaluation
CT tualization
Algorithm • Algorithmic • Diagram or • Debugging of • Correctness
solution to a flowchart algorithmic • Efficiency
problem solution • Simplicity
• Algorithmic
notions of flow • Error detec-
control tion strategies
• Code compre-
hension
Abstraction • Abstraction levels • Mechanisms of • Error detec- • Relevance
abstraction tion strategies • Efficiency
• Abstraction • Simplicity
hierarchy • Programming • Code compre-
constructs hension
Decomposition • Components • Modularization • Error detec- • Correctness
identification tion strategies • Simplicity
• Components • Code compre-
modeling hension
It is a part of requirements engineering process that assures Results within the paper has revealed that higher education
the problems are properly defined, understood and framed level was the second most frequently investigated category
in a way that allows algorithmic solution. Domain specific within CT. Furthermore, computer science was the most fre-
knowledge is required within the requirement engineering quent subject of research in context of CT [21]. On contrary,
process [2]. Implementation is a practice of programming within our previous study we have found only a few studies
the algorithmic solution within specific programming langu- investigating on the CT frameworks or taxonomies in higher
age. The programming language constructs principally relay education [4]. In this context, our study tried to fill the gap
on the programming methodology that is applied, such as between CT concepts and computer programming concepts
structured programming, modular programming, abstract and practices by proposing the CTF.
data type programming or object-oriented programming. The relevancy of the proposed CTF in context of CT is fun-
Moreover, the algorithmic solution can be implemented as damentally different from previous studies, because only re-
a pseudocode. Debugging is the process of understanding, levant, domain independent components of CT were used as
finding and correcting errors. While various error detection a starting point of our study. It should be noted that thirty-
strategies exist, systematic debugging strategy has proven six different CT concepts, skills and practices were identified
to be the most effective [26]. To effectively locate and fix within our previous study, while only algorithm, abstraction
an error within a computer program, code comprehension and decomposition appeared to be the prospects for achie-
skills are required. Donaldson and Cutts [6] proposed seve- ving the relevancy consensus [4]. The primary aim of this
ral activities to develop the code comprehensions skills. The study was the alignment process between these CT concepts
evaluation process normally involves some identification of and computer programming concepts. The mapping of the
relevant standards of worth, merit or value. Moreover, the programming concepts to programming code artifacts is yet
process is also concerned with some investigation of the per- to be the subject of further research. On the contrary, previ-
formance of the evaluands on these standards [19]. Smith ous studies that had proposed CT frameworks and taxono-
and Cordova [20] propose several traits to be used for com- mies [3], [24] had mainly focused on computer programming
puter program evaluation, such as correctness, efficiency and artifacts and mapped them directly to various CT skills and
completeness. practices.
Nevertheless, the major result of this work are the CTF grid
4. DISCUSSION elements that incorporate computer programming concepts,
aligned with CS curriculum and their associated CT con-
The motivation for this work arose whilst working on previ- cepts. In this regard, the CTF is envisioned to serve as the
ous work, where we were identifying general, domain inde- foundation for teaching and evaluating core CT skills and
pendent components of CT [4]. During the literature review, practices within computer programming.
the paper from Tang et al. [21] reporting on content ana-
lysis of computational thinking research has been examined.
StuCoSReC Proceedings of the 2019 6th Student Computer Science Research Conference 11
Koper, Slovenia, 10 October
Components of Problem concep- Implementation Debugging Evaluation
CT tualization
Algorithm • Algorithmic • Diagram or • Debugging of • Correctness
solution to a flowchart algorithmic • Efficiency
problem solution • Simplicity
• Algorithmic
notions of flow • Error detec-
control tion strategies
• Code compre-
hension
Abstraction • Abstraction levels • Mechanisms of • Error detec- • Relevance
abstraction tion strategies • Efficiency
• Abstraction • Simplicity
hierarchy • Programming • Code compre-
constructs hension
Decomposition • Components • Modularization • Error detec- • Correctness
identification tion strategies • Simplicity
• Components • Code compre-
modeling hension
It is a part of requirements engineering process that assures Results within the paper has revealed that higher education
the problems are properly defined, understood and framed level was the second most frequently investigated category
in a way that allows algorithmic solution. Domain specific within CT. Furthermore, computer science was the most fre-
knowledge is required within the requirement engineering quent subject of research in context of CT [21]. On contrary,
process [2]. Implementation is a practice of programming within our previous study we have found only a few studies
the algorithmic solution within specific programming langu- investigating on the CT frameworks or taxonomies in higher
age. The programming language constructs principally relay education [4]. In this context, our study tried to fill the gap
on the programming methodology that is applied, such as between CT concepts and computer programming concepts
structured programming, modular programming, abstract and practices by proposing the CTF.
data type programming or object-oriented programming. The relevancy of the proposed CTF in context of CT is fun-
Moreover, the algorithmic solution can be implemented as damentally different from previous studies, because only re-
a pseudocode. Debugging is the process of understanding, levant, domain independent components of CT were used as
finding and correcting errors. While various error detection a starting point of our study. It should be noted that thirty-
strategies exist, systematic debugging strategy has proven six different CT concepts, skills and practices were identified
to be the most effective [26]. To effectively locate and fix within our previous study, while only algorithm, abstraction
an error within a computer program, code comprehension and decomposition appeared to be the prospects for achie-
skills are required. Donaldson and Cutts [6] proposed seve- ving the relevancy consensus [4]. The primary aim of this
ral activities to develop the code comprehensions skills. The study was the alignment process between these CT concepts
evaluation process normally involves some identification of and computer programming concepts. The mapping of the
relevant standards of worth, merit or value. Moreover, the programming concepts to programming code artifacts is yet
process is also concerned with some investigation of the per- to be the subject of further research. On the contrary, previ-
formance of the evaluands on these standards [19]. Smith ous studies that had proposed CT frameworks and taxono-
and Cordova [20] propose several traits to be used for com- mies [3], [24] had mainly focused on computer programming
puter program evaluation, such as correctness, efficiency and artifacts and mapped them directly to various CT skills and
completeness. practices.
Nevertheless, the major result of this work are the CTF grid
4. DISCUSSION elements that incorporate computer programming concepts,
aligned with CS curriculum and their associated CT con-
The motivation for this work arose whilst working on previ- cepts. In this regard, the CTF is envisioned to serve as the
ous work, where we were identifying general, domain inde- foundation for teaching and evaluating core CT skills and
pendent components of CT [4]. During the literature review, practices within computer programming.
the paper from Tang et al. [21] reporting on content ana-
lysis of computational thinking research has been examined.
StuCoSReC Proceedings of the 2019 6th Student Computer Science Research Conference 11
Koper, Slovenia, 10 October
