ABSTRACT Unplugged activities have been one approach to introduce computational thinking (CT) to students before any form of coding is involved. This paper reports on a study that examines the evaluation of the types of CT skills inculcated through an unplugged activity. Students in a grade 9 class were engaged in an unplugged activity on sorting before being asked to represent their understanding in the form of pseudo-English, flowchart or Python code. The assessment of CT skills comprises the aspects of decomposition, algorithmic design, generalization, abstraction and evaluation. Qualitative Comparative Analysis (QCA) was used to take a closer look at the unplugged CT activity and the subsequent artifact production. Such a QCA analysis can be used to inform a framework for designing instruction and tasks to target and teach certain types of CT knowledge in novice programmers, as well as for assessing an instruction package as to what CT knowledge is being covered.

中文翻译：

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不插电活动与计算思维发展之间的联系分析

摘要 不插电活动是在涉及任何形式的编码之前向学生介绍计算思维 (CT) 的一种方法。本文报告了一项研究，该研究检查了对通过不插电活动灌输的 CT 技能类型的评估。一个 9 年级的学生在被要求以伪英语、流程图或 Python 代码的形式表达他们的理解之前，参与了一项不插电的排序活动。CT技能的评估包括分解、算法设计、概括、抽象和评估等方面。定性比较分析 (QCA) 用于仔细查看未插入的 CT 活动和随后的伪影产生。