文献类型：期刊文献

中文题名：K-12教育中通过编程培养计算思维的导图绘制——基于系统文献综述的概念模型

英文题名：Mapping Computational Thinking through Programming in K-12 Education:A Conceptual Model Based on Systematic Literature Review

作者：克里斯蒂娜·提克瓦[1];埃夫西米澳斯·坦布里斯[1];胡多娇(译)[2];宋帅(译)[3];赵静洁(译)[2];曲颖(译)[2];李岩(译)[4]

机构：[1]University of Macedonia;[2]华东理工大学;[3]上海外国语大学贤达经济人文学院;[4]华东理工大学外国语学院

年份：2023

期号：1

起止页码：101

中文期刊名：中国校外教育

外文期刊名：AFTERSCHOOL EDUCATION IN CHINA

语种：中文

中文关键词：计算思维;编程;K-12教育

外文关键词：Computational Thinking;Programming;K-12 Education

摘要：通过编程培养计算思维引起了越来越多的关注,该领域的学者认为,计算思维是发展21世纪技能的理想媒介,因此,世界各地都提倡K-12,相关研究迅速增加。然而,研究表明,关于计算思维的研究与教育实践中存在诸多挑战。此外,由于缺乏整体规划,人们尚未全面理解计算思维领域存在的挑战及计算思维课程的发展。因此,本研究的目的是在系统文献综述的基础上开发一个概念模型,绘制K-12教育领域中通过编程培养计算思维的导图。基于对101项研究的综合分析和对计算思维领域的识别,本研究提出K-12教育中通过编程培养计算思维的概念模型。该模型包括6个计算思维领域(知识库、学习策略、评估、工具、因素和能力建设)及其相互关系。该概念模型有助于了解计算思维领域,并为未来研究打下基础。此外,该模型支持将计算思维整合进K-12教育实践中,为教育政策制定者和研究人员提供资料,并使研究、实践和政策结合得更加紧密。
Computational Thinking(CT)through programming attracts increased attention as it is considered an ideal medium for the development of 21st century skills.This intense attention leads to K-12 initiatives around the world and a rapid increase in relevant research studies.However,studies show challenges in CT research and educational practice.In addition,the domain has not been mapped to facilitate comprehensive understanding of the domain challenges and development of CT curricula.The purpose of this study is to develop a conceptual model based on a systematic literature review that maps the CT through programming in K-12 education domain.The proposed Computational Thinking through Programming in K-12 education(CTPK-12)conceptual model emerges from the synthesis of101 studies and the identification of CT Areas.The proposed model consists of six CT Areas(namely Knowledge Base,Learning Strategies,Assessment,Tools,Factors and Capacity Building)and their relationships."The model could aid domain understanding and serve as a basis for future research studies.In addition,it could support the integration of CT into K-12educational practices,providing evidence to educational stakeholders and researchers as well as bringing closer research,practice and policy.