دورية أكاديمية
Exploring Bebras Tasks Content and Performance: A Multinational Study
| العنوان: | Exploring Bebras Tasks Content and Performance: A Multinational Study |
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| اللغة: | English |
| المؤلفون: | Izu, Cruz, Mirolo, Claudio, Settle, Amber, Mannila, Linda, Stupuriene, Gabriele |
| المصدر: | Informatics in Education. 2017 16(1):39-59. |
| الإتاحة: | Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: http://www.mii.lt/informatics_in_education/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Computation, Thinking Skills, Elementary Secondary Education, Performance, Information Science, Difficulty Level, Gender Differences, Competition, Foreign Countries, Qualitative Research, Statistical Analysis |
| مصطلحات جغرافية: | Italy, Australia, Finland, Lithuania, South Africa, Switzerland, Canada |
| تدمد: | 1648-5831 |
| مستخلص: | Although there is no universal agreement that students should learn programming, many countries have reached a consensus on the need to expose K-12 students to Computational Thinking (CT). When, what and how to teach CT in schools are open questions and we attempt to address them by examining how well students around the world solved problems in recent Bebras challenges. We collected and analyzed performance data on Bebras tasks from 115,400 students in grades 3-12 in seven countries. Our study provides further insight into a range of questions addressed in smaller-scale inquiries, in particular about the possible impact of schools systems and gender on students' success rate. In addition to analyzing performance data of a large population, we have classified the considered tasks in terms of CT categories, which should account for the learning implications of the challenge. Algorithms and data representation dominate the challenge, accounting for 75-90% of the tasks, while other categories such as abstraction, parallelization and problem decomposition are sometimes represented by one or two questions at various age groups. This classification can be a starting point for using online Bebras tasks to support the effective learning of CT concepts in the classroom. |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1140704 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1648-5831 |
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