Fostering Computational Thinking through Problem-Solving at School
Amelie Labusch · 2018
Computational thinking has recently gained more and more relevance as problem-solving competence of the 21st century. Taking Wing's [1] grand vision into account, each student should have certain skills in computational thinking in order to be able to participate adequately in social life and in his/her future profession. Thus, the International Computer and Information Literacy Study (ICILS 2018) does in addition to other student competences also measure their achievement in computational thinking [2]. In this internationally comparative large-scale assessment with a representative sample, a sound body of information is gathered that is used, among others, to explain variation in students' achievement in computational thinking. One field that represents a national extension in Germany is problem-solving. This paper presents a PhD project that focuses on this field and provides an analysis model that examines the relationship between students' self-perceived problem-solving skills and their computational thinking skills, taking into account further variables of influence and aims to explain variation in students' achievement of computational thinking.