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1/86 Motivation Our first goals Main investigations Conclusions These days... Investigaci´on sobre el desarrollo del pensam...
2/86 Motivation Our first goals Main investigations Conclusions These days... (cc) 2019 Jes´us Moreno Le´on Some rights res...
3/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools ...
4/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools ...
5/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools ...
6/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools ...
7/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools ...
8/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools ...
9/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools ...
10/86 Motivation Our first goals Main investigations Conclusions These days... Our first goals Jes´us Moreno Le´on - KGBL3 I...
11/86 Motivation Our first goals Main investigations Conclusions These days... The three pillars of our research Jes´us Mor...
12/86 Motivation Our first goals Main investigations Conclusions These days... Research questions 1 Is it possible to autom...
13/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
14/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
15/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
16/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
17/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
18/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
19/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
20/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
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22/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
23/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
24/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
25/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
26/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
27/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
28/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
29/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
30/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
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32/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
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35/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
36/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
37/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
38/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
39/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
40/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
41/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
42/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
43/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
44/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
45/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
46/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
47/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
48/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
49/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
50/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
51/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
52/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
53/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
54/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
55/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
56/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
57/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
58/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
59/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
60/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
61/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT...
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71/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidenc...
72/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidenc...
73/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidenc...
74/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidenc...
75/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidenc...
76/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidenc...
77/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidenc...
78/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidenc...
79/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence ...
80/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence ...
81/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence ...
82/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence ...
83/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence ...
84/86 Motivation Our first goals Main investigations Conclusions These days... Investigaci´on sobre el desarrollo del pensa...
85/86 Motivation Our first goals Main investigations Conclusions These days... References I Barbaranelli, C., Caprara, G. V...
86/86 Motivation Our first goals Main investigations Conclusions These days... References II Seiter, L. and Foreman, B. (20...
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12 de nov de 2019

Investigación sobre el desarrollo del pensamiento computacional en la escuela

Resumen de las investigaciones principales desarrolladas por el grupo KGBL3 -formado por investigadores de la URJC, la UNED y Programamos- sobre el desarrollo del pensamiento computacional en la educación.

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Investigación sobre el desarrollo del pensamiento computacional en la escuela

  1. 1. 1/86 Motivation Our first goals Main investigations Conclusions These days... Investigaci´on sobre el desarrollo del pensamiento computacional en la escuela Jes´us Moreno Le´on - KGBL3 M´aster en Investigaci´on en Ingenier´ıa de Sistemas y de la Computaci´on Interacci´on y Experiencia de Usuario C´adiz, 13/11/2019 Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  2. 2. 2/86 Motivation Our first goals Main investigations Conclusions These days... (cc) 2019 Jes´us Moreno Le´on Some rights reserved. This work licensed under Creative Commons Attribution-ShareAlike License. To view a copy of full license, see http://creativecommons.org/licenses/by-sa/4.0/ or write to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. Some of the figures have been taken from the Internet Source, and author and licence if known, is specified. For those images, fair use applies. Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  3. 3. 3/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools to introduce CT in education It’s all just a little bit of history repeating? Motivation Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  4. 4. 4/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools to introduce CT in education It’s all just a little bit of history repeating? Coding in schools One of the main trends in the educational landscape worldwide Code to learn vs learn to code Huge disparity of criteria in terms of target ages, approaches, methodologies... Lack of standarization due to the lack of research in this field Urgent attention from academia is required: assessment, transference and affecting factors Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  5. 5. 5/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools to introduce CT in education It’s all just a little bit of history repeating? Five broad categories of technologies Unplugged Arrow-based visual environments Block-based visual environments Textual programming languages Connected with the physical world Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  6. 6. 6/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools to introduce CT in education It’s all just a little bit of history repeating? Which technologies are using educators at schools? Figure: Programming languages taught at primary and middle schools (blue) and secondary/high schools (gray) [Sentance, 2015]. Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  7. 7. 7/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools to introduce CT in education It’s all just a little bit of history repeating? Scratch statistics Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  8. 8. 8/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools to introduce CT in education It’s all just a little bit of history repeating? The pioneers Logo programming language Developed in the 1960s Millions of students learnt to program at school during the 1970s and 80s “Disappeared” from the educational landscape since mid-90s Seymour Papert’s picture: jgora.net Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  9. 9. 9/86 Motivation Our first goals Main investigations Conclusions These days... Computer programming and CT in schools Tools to introduce CT in education It’s all just a little bit of history repeating? Worrying signs from England “Only a small fraction of pupils choose, or have the option to choose, to take qualifications at GCSE (5.5%) or A level (1.7%)” “teachers just do not have the knowledge to teach this subject” “computer science could become a niche subject, taught in only a few schools” Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  10. 10. 10/86 Motivation Our first goals Main investigations Conclusions These days... Our first goals Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  11. 11. 11/86 Motivation Our first goals Main investigations Conclusions These days... The three pillars of our research Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  12. 12. 12/86 Motivation Our first goals Main investigations Conclusions These days... Research questions 1 Is it possible to automatically assess the development of CT skills by inspecting learners’ Scratch creations? 2 Does the development of CT skills through programming activities with Scratch enhance the learning of other subjects? 3 Are there social and non-cognitive factors affecting the development of CT skills when programming with Scratch? Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  13. 13. 13/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Main investigations Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  14. 14. 14/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Methodology Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  15. 15. 15/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT A formative assessment tool for Scratch projects Could we create a lint-like tool to support learners and educators? Dr. Scratch, inspired by Scrape and is based on Hairball Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  16. 16. 16/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Free software - standing on the shoulders of giants Total Physical Source Lines of Code 1,809 Dominant language Python Schedule Estimate, Months 4.42 Estimated Average Number of Developers 1.01 Total Estimated Cost to Develop $50,345 Table: Estimated effort for the development of the Hairball fork (using the basic COCOMO estimation model [Boehm et al., 2000]). Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  17. 17. 17/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT First step: extending the features of Hairball Plug-ins to detect bad programming habits 1 Characters that use the default, non-meaningful name that Scratch assigns to new objects 2 Repetition of code Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  18. 18. 18/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Bad/default naming of sprites Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  19. 19. 19/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Repetition of code Example of repeated code Solution to avoid repeated code Blocks should be created to avoid repetition of code Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  20. 20. 20/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Scratch projects repository analysis Default names Duplicated scripts Defined blocks Projects 79 62 17 Mean 5.94 7.23 1.11 Median 3 2 0 Maximum 67 71 25 Table: Analysis of 100 ramdonly downloaded Scratch projects Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  21. 21. 21/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Second step: development of the CT assessment feature Remixing other researchers’ ideas New frameworks for studying and assessing the development of CT [Brennan and Resnick, 2012]. Progression of Early CT Model [Seiter and Foreman, 2013]. Evaluation of games to gauge understanding of programming concepts [Wilson et al., 2012]. Towards the Automatic Recognition of CT for Adaptive Visual Language Learning [Koh et al., 2010]. Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  22. 22. 22/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Assessment of CT CT dimension Basic Developing Proficient Data representation modifiers of sprites properties operations on vars operations on lists Logical Thinking if if else logic operations User interactivity green flag key pressed, sprite clicked, ask and wait, mouse blocks when %s is >%s, video, audio Algotithmic notions of flow control sequence of blocks repeat, forever repeat until Abstraction and problem decomposi- tion more than one script and more than one sprite def block when I start as clone Parallelism Two scripts on green flag Two scripts on key pressed, two scripts on sprite clicked on the same sprite Two scripts on when I receive message, two scripts when %s is >%s, two scripts on when backdrop change to Synchronization wait Broadcast, when I re- ceive message, stop all, stop program, stop programs sprite wait until, when backdrop change to, broadcast and wait Table: Level of development for each CT dimension Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  23. 23. 23/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Assessment of CT: Logical Thinking Different levels of development of logical thinking: basic (top), developing (center) and proficient (bottom). Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  24. 24. 24/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Assessment of CT: an example Evaluation of Catch me if you can (available at https://scratch.mit.edu/projects/138397021/) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  25. 25. 25/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Assessment of CT: an example Evaluation of Catch me if you can (available at https://scratch.mit.edu/projects/138397021/) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  26. 26. 26/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Web-based service: Dr. Scratch Alpha version of the tool, presented during the Scratch Conference 2014 at the MIT (Cambridge, MA, USA) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  27. 27. 27/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Web-based service: Dr. Scratch Present version of the tool, developed after the Google RISE Award 2015 Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  28. 28. 28/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Web-based service: Dr. Scratch Feedback report Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  29. 29. 29/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Web-based service: Dr. Scratch Ideas to improve the score Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  30. 30. 30/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process Ecological validity Convergent validity Discriminant validity Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  31. 31. 31/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Ecological Validity (I) Ecological validity Are young learners able to analyze their projects and independently learn from the tips that the tool provides? Workshops with over 100 students (10 to 14 years) in 8 schools Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  32. 32. 32/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Ecological Validity (II) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  33. 33. 33/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Ecological Validity (and III) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  34. 34. 34/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Convergent Validity (I) Convergent validity Comparison of the evaluations provided by Dr. Scratch with other measurements of similar constructs (Human) expert evaluators Software engineering complexity metrics Background picture: Joanna Bourne Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  35. 35. 35/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Convergent Validity (II) Comparison with human experts Programming contest for students (Google, FECyT) Jury: 16 experts in computer science education 4 groups of evaluators, average years of experience with Scratch: 3.5 to 4 years 53 projects, 450 evaluations Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  36. 36. 36/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Convergent Validity (III) Scatter plot for experts evaluation (x-axis) and Dr. Scratch assessment (y-axis). Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  37. 37. 37/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Convergent Validity (IV) Metric Value Cyclomatic complexity 3 Vocabulary 14 Length 14 Volume 66.42 Difficulty 53.30 Effort 293.86 Implementation of CC and Halstead’s analyzer for Scratch projects Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  38. 38. 38/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Convergent Validity (V) Scatter plot for Dr. Scratch assessment (x-axis) and Cyclomatic Complexity (y-axis). Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  39. 39. 39/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Convergent Validity (and VI) Scatter plot for Dr. Scratch assessment (x-axis) and Halstead’s vocabulary (y-axis). Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  40. 40. 40/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Discriminant Validity (I) Discriminant validity Projects shared in the Scratch repository are categorized under one or more project types: games, animations, music, art and stories. Is Dr. Scratch able to detect differences in the CT dimensions developed when programming different types of projects? Background picture: Bodie Pyndus Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  41. 41. 41/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Discriminant Validity (II) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  42. 42. 42/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Validation Process: Discriminant Validity (and III) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  43. 43. 43/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Methodology Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  44. 44. 44/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the English classroom (I) The study Quasi-Experimental Design 65 students, 4th and 5th graders Control groups and experimental groups Pre and Post tests Surveys Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  45. 45. 45/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the English classroom (II) Scratch helped me to learn English Scratch made me want to learn more English Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  46. 46. 46/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the English classroom (III) Experimental group Control group Initial test 5.05 5.13 Final test 7.7 7.55 Improvement 2.65 2.42 Table: Pre-test and Post-test results Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  47. 47. 47/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the English classroom (and IV) 4th grade Teacher with coding experience 5th grade First-time programmer teacher Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  48. 48. 48/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the Maths classroom (I) The study Quasi-Experimental Design 42 students, 6th grade Control groups and experimental groups Pre and Post tests 3 months Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  49. 49. 49/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the Maths classroom (II) Mathematical processes investigated Modeling of processes and reality phenomena Reasoning (making predictions and justifying arguments) Problem formulation and problem solving Exercising (comparison and execution of procedures and algorithms) Following guidelines set by the Ministry of National Education of Colombia Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  50. 50. 50/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the Maths classroom (III) Pre-test. Mean and deviation for control (left) and experimental (right) groups. Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  51. 51. 51/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the Maths classroom (IV) Post-test. Mean and deviation for control (left) and experimental (right) groups. Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  52. 52. 52/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Coding in the Maths classroom (and V) Post-test comparison. Means obtained for the control and experimental groups by mathematical process. Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  53. 53. 53/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Comparing three quasi-experimental research designs (I) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  54. 54. 54/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Comparing three quasi-experimental research designs (II) School Grade n (control) n (exp.) Subject Coraz´on de Mar´ıa 6th 26 25 Math La Jota 6th 25 24 Social studies La Inmaculada 2nd 15 14 Language arts Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  55. 55. 55/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Comparing three quasi-experimental research designs (III) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  56. 56. 56/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Comparing three quasi-experimental research designs (IV) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  57. 57. 57/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Comparing three quasi-experimental research designs (V) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  58. 58. 58/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Comparing three quasi-experimental research designs (and VI) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  59. 59. 59/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Methodology Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  60. 60. 60/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT How socialization affects the learning of coding skills (I) Data set of public activity in the Scratch online community during its first five years of activity (2007–2012) 1,056,951 users 1,928,699 projects 120,097 galleries 1,313,200 friends 7,788,414 comments in projects Background picture: xkl Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  61. 61. 61/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT How socialization affects the learning of coding skills (II) Measuring the sophistication of the projects from three points of view: Breadth: range of different features that programmers use Depth: amount with which programmers use those features Finesse: user’s ability to solve programming problems effectively and creatively Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  62. 62. 62/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT How socialization affects the learning of coding skills (III) Sociability is measured as the sum of the social actions: number of favorites, galleries, friends and comments Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  63. 63. 63/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT How socialization affects the learning of coding skills (IV) 4 groups of users using the quartiles of the the number of days that they spend in the community Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  64. 64. 64/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT How socialization affects the learning of coding skills (V) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  65. 65. 65/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT How socialization affects the learning of coding skills (VI) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  66. 66. 66/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT How socialization affects the learning of coding skills (VII) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  67. 67. 67/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Non-cognitive factors of CT (I) The study Correlations between CT, self-efficacy and the dimensions of the Big Five model of personality: Openness to Experience, Conscientiousness, Extroversion, Agreeableness, and Neuroticism. 1,251 students from 24 schools, enrolled in CS from 5th to 10th grade CTt [Rom´an-Gonz´alez, 2015] and some additional self-efficacy items 99 students took the Big Five Questionnaire-Children version [Barbaranelli et al., 2003] Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  68. 68. 68/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Non-cognitive factors of CT (II) As expected, positive correlations with Openness and Conscientiousness Unexpectedly, positive correlation with Extraversion Positive correlation with CT-Self efficacy (medium size difference in favor of males) Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  69. 69. 69/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Non-cognitive factors of CT (and III) Nomological network of CT including cognitive and non-cognitive factors Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  70. 70. 70/86 Motivation Our first goals Main investigations Conclusions These days... Development and validation of Dr. Scratch CT across the curriculum Social and non-cognitive factors of CT Summary of results Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  71. 71. 71/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidence for educators and policy makers Impact Future research Conclusions Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  72. 72. 72/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidence for educators and policy makers Impact Future research Who is using Dr. Scratch? Learners and educators from all over the world: over 300,000 analyzed projects since August 2015 Scholars: To analyze students’ performance To assess teachers’ CT and programming skills To find code smells and quality issues To validate other tools As part of an evaluation framework Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  73. 73. 73/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidence for educators and policy makers Impact Future research Transference of CT across the K-12 curriculum School level: differences based on the age of the students School subject: simple vs complex subjects Teacher training: great impact Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  74. 74. 74/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidence for educators and policy makers Impact Future research Social and non-cognitive factors affecting CT Educators could choose between platforms for learning to program based on their social and software evolution features The one-size-fits-all approach is leaving some students, especially adolescent girls, behind A diversity of computing contexts must be offered Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  75. 75. 75/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidence for educators and policy makers Impact Future research Main publications Jes´us Moreno-Le´on, Gregorio Robles, and Marcos Rom´an-Gonz´alez. Towards Data-Driven Learning Paths to Develop Computational Thinking with Scratch. IEEE Transactions on Emerging Topics in Computing, 2019 (in press). DOI: 10.1109/TETC.2017.2734818. JCR Impact factor (2016): 3.826. Q1 Marcos Rom´an-Gonz´alez, Juan-Carlos P´erez-Gonz´alez, Jes´us Moreno-Le´on and Gregorio Robles. Extending the nomological network of computational thinking with non-cognitive factors. Computers in Human Behavior, 2018. DOI:10.1016/j.chb.2017.09.030. JCR Impact factor (2016): 3.435. Q1 Jes´us Moreno-Le´on, Marcos Rom´an-Gonz´alez, Casper Harteveld, and Gregorio Robles. On the automatic assessment of computational thinking skills: A comparison with human experts. In Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems, CHI EA ’17, pages 2788–2795, New York, NY, USA, 2017. ACM. DOI: 10.1145/3027063.3053216. GII-GRIN-SCIE (GGS) Conference Rating: Class 1 (CORE:A++, LiveSHINE:A++, MA:A++). Jes´us Moreno-Le´on, Gregorio Robles, and Marcos Rom´an-Gonz´alez. Examining the relationship between socialization and improved software development skills in the Scratch code learning environment. Jounal of Universal Computer Science, 22(12):1533–1557, 2016. DOI: 10.3217/jucs-022-12-1533. JCR Impact factor (2016): 0.696. Q4 Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  76. 76. 76/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidence for educators and policy makers Impact Future research Google Scholar Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  77. 77. 77/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidence for educators and policy makers Impact Future research ResearchGate Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  78. 78. 78/86 Motivation Our first goals Main investigations Conclusions These days... An assessment tool for the community Evidence for educators and policy makers Impact Future research Lots of things to be done... Background picture: mountainmadness.com Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  79. 79. 79/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence These days... Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  80. 80. 80/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence Replication of the Scratch Maths project Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  81. 81. 81/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence Learning Machine Learning Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  82. 82. 82/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence At SIIE 2019 Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  83. 83. 83/86 Motivation Our first goals Main investigations Conclusions These days... (Really) big samples Artificial Intelligence At SIIE 2019 Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  84. 84. 84/86 Motivation Our first goals Main investigations Conclusions These days... Investigaci´on sobre el desarrollo del pensamiento computacional en la escuela Jes´us Moreno Le´on - KGBL3 M´aster en Investigaci´on en Ingenier´ıa de Sistemas y de la Computaci´on Interacci´on y Experiencia de Usuario C´adiz, 13/11/2019 Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  85. 85. 85/86 Motivation Our first goals Main investigations Conclusions These days... References I Barbaranelli, C., Caprara, G. V., Rabasca, A., and Pastorelli, C. (2003). A questionnaire for measuring the big five in late childhood. Personality and Individual Differences, 34(4):645–664. Boehm, B. W., Madachy, R., Steece, B., et al. (2000). Software cost estimation with Cocomo II with Cdrom. Prentice Hall PTR. Brennan, K. and Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada, pages 1–25. Koh, K. H., Basawapatna, A., Bennett, V., and Repenning, A. (2010). Towards the automatic recognition of computational thinking for adaptive visual language learning. In 2010 IEEE Symposium on Visual Languages and Human-Centric Computing, pages 59–66. Rom´an-Gonz´alez, M. (2015). Computational thinking test: Design guidelines and content validation. In Proceedings of the 7th Annual International Conference on Education and New Learning Technologies (EDULEARN 2015), pages 2436–2444. Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
  86. 86. 86/86 Motivation Our first goals Main investigations Conclusions These days... References II Seiter, L. and Foreman, B. (2013). Modeling the learning progressions of computational thinking of primary grade students. In Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research, ICER ’13, pages 59–66, New York, NY, USA. ACM. Sentance, S. (2015). Annual national survey 2015: Results. Technical report, Computing At School. Wilson, A., Hainey, T., and Connolly, T. (2012). Evaluation of computer games developed by primary school children to gauge understanding of programming concepts. In European Conference on Games Based Learning, page 549. Academic Conferences International Limited. Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional

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