How do Bebras Tasks Explore Algorithmic Thinking Skill in a Computational Thinking Contest?
Ana Liz Souto Oliveira, Wilkerson L. Andrade, Dalton Guerrero, Monilly Ramos Araujo Melo · 2021 IEEE Frontiers in Education Conference (FIE) · 2021
This Research-to-Practice Full Paper examines the Bebras Challenge tasks, a Computational Thinking (CT) contest that does not require programming knowledge. Numerous studies in the last decade shed light on disseminating CT practices. However, there is still a gap in understanding CT as a construct, that is, CT as a complex cognitive dimension. Furthermore, few studies analyze how many constructs can be recognized inside CT by empirical data. Moreover, algorithmic thinking is one of the essential skills in CT, even when we do not apply programming activities. In this exploratory paper, we investigate the Bebras Challenge tasks. Our primary aim is to figure out how many and which are the constructs associated with CT skills derived from data, especially related to algorithmic thinking. The results point out three primary constructs supported by data. We claim that these constructs are a mix of CT skills, mainly algorithmic thinking, abstraction, generalization, evaluation, and pattern recognition. In addition, our study provides additional evidence supporting the idea that algorithmic thinking can be explored by different perspectives beyond “a set of order instructions”, even without programming practices. Thus, this result reinforces the notion that CT can be understood as a mix of several skills to solve problems. Moreover, algorithmic thinking is a complex cognitive process of thought which may be explored through different strategies. We believe that these findings may help recognize which constructs and abilities underline CT, primarily algorithmic thinking without programming activities.