202208102152 Teachers’ Ontological Perspectives of Computational Thinking and Assessment: A Text Mining Approach

What this paper is about

Do teachers who subscribe to a common domain view also have a shared understanding of the mechanisms that underpin CT-the set of components, skills, and processes that CT encompasses.

Relatedly, are these mechanisms also considered essential in CT assessment and can they inform appropriate assessment approaches. These questions, which emphasize on components as well as their relations, are the basis to understanding the ontology that underlies CT.

By investigating these issues, the following research questions are explored in this article.

What you can learn

Adopting a text mining approach, this study elucidates the common understanding of CT as well as diverse themes that emerged from teachers’ perspectives.

Computer scientists, computer science education researchers, and teachers all have their unique understanding and perspectives concerning the nature of CT that could be helpful in developing a workable ontology framework.

Other than the five common components proposed by and agreed amongst computer science education researchers, at least half of the teachers also believed that logic, problem representation, and planning to be essential. These ideas also echo how some researchers consider CT, particularly in the context of solving complex real-world problems.

The teachers suggested these problems to be something that students can relate to and applied in their day-to-day lives, echoing suggestion of the use of real-life scenarios to assess CT. Not only is the theme in the 2 nd cluster compatible with the idea that CT is a competence domain, but it also reflects the growing interest to move away from the use of a single measurement tool see.

Echoing these researchers, teachers in this group also believed this approach is essential in measuring the breadth and depth of CT, including both cognitive and non-cognitive aspects.

Although teachers shared a general domain view in this study, the sub-groups and themes identified in both conceptualization and assessment demonstrate the dynamic and complex nature of CT.
教师计算思维与评估的本体论视角：一种文本挖掘方法

本文内容

订阅公共领域视图的教师是否也对支持CT的机制有共同的理解 – CT所包含的一组组件，技能和过程。

与此相关的是，这些机制是否也被认为对CT评估至关重要，它们能否为适当的评估方法提供信息。这些问题强调组件及其关系，是理解CT基础本体的基础。

通过调查这些问题，本文将探讨以下研究问题。

你能学到什么

本研究采用文本挖掘方法，阐明了对CT的共同理解以及从教师角度出现的各种主题。

计算机科学家，计算机科学教育研究人员和教师都对CT的性质有独特的理解和观点，这可能有助于开发可行的本体框架。

除了计算机科学教育研究人员提出并同意的五个共同组成部分外，至少有一半的教师也认为逻辑，问题表示和计划是必不可少的。这些想法也呼应了一些研究人员对CT的看法，特别是在解决复杂的现实世界问题的背景下。

老师们建议这些问题是学生可以在日常生活中联系和应用的东西，这与使用现实生活中的场景来评估CT的建议相呼应。第二组的主题不仅与CT是一个能力领域的想法兼容，而且还反映了人们越来越有兴趣摆脱使用单一测量工具。

与这些研究人员相呼应，该小组的教师也认为这种方法对于测量CT的广度和深度至关重要，包括认知和非认知方面。

尽管教师在这项研究中分享了一般领域的观点，但在概念化和评估中确定的子组和主题证明了CT的动态和复杂性。