Investigating Teachers' Promotion of Student Computational Thinking Competences in an International Comparison

• In Event: Global View on the Development of Critical-Thinking Skills

Abstract

Computational thinking represents competences, the acquisition of which is of international interest to thrive in the 21st century. In this paper, the focus is on an international comparison of teachers’ promotion of student computational thinking at school – considering student background characteristics and building on data from the International Computer and Information Literacy Study (IEA-ICILS). Drawing on regression analysis in a high (Denmark), an average (USA), and a low performing country (Germany), it becomes apparent that only in Denmark there is a correlation to students’ competences in computational thinking when students’ background characteristics are factored out. The results indicate the need for teachers to push computational thinking more at school and for more research to investigate beneficial learning and teaching processes.

Authors

• Amelie Labusch, Paderborn University

• Birgit Eickelmann, University of Paderborn, Germany