Abstract

The interest in computational thinking development at pre-university education stage is increasing. In this study, a meta-analysis was conducted to address two main objectives: (a) to analyze the effectiveness of empirical interventions in K-12 education for the development of Computational Thinking (CT); and (b) to identify and evaluate the variables that influences the effectiveness of the interventions. The analysis was especially focused on the intra-group effect sizes. Interventions show large effect size in the development of CT in the comparison between pre- and post-tests (g = 1.044). Among the different types of interventions, programming is the most efficient learning tool.

摘要

在大学预科教育阶段对计算思维发展的兴趣正在增加。在这项研究中，进行了一项元分析以解决两个主要目标：（a）分析 K-12 教育中经验性干预对计算思维（CT）发展的有效性；(b) 识别和评估影响干预措施有效性的变量。该分析特别关注组内效应大小。在前后测试之间的比较中，干预措施在 CT 的发展中显示出较大的影响大小 ( g  = 1.044)。在不同类型的干预措施中，编程是最有效的学习工具。