Assessing Computational Thinking in Engineering and Computer Science Students: A Multi-Method Approach
-д хадгалсан:
| -д хэвлэсэн: | Education Sciences vol. 15, no. 3 (2025), p. 344 |
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| Үндсэн зохиолч: | |
| Бусад зохиолчид: | , , , |
| Хэвлэсэн: |
MDPI AG
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| Нөхцлүүд: | |
| Онлайн хандалт: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Шошгууд: |
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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MARC
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| 024 | 7 | |a 10.3390/educsci15030344 |2 doi | |
| 035 | |a 3181430072 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Farman Ali Pirzado |u Tecnológico de Monterrey, School of Engineering and Sciences Monterrey, Monterrey 64849, Mexico; <email>a01753094@tec.mx</email> (S.H.); <email>gerardo.ibarra.v@tec.mx</email> (G.I.-V.); <email>terashima@tec.mx</email> (H.T.-M.) | |
| 245 | 1 | |a Assessing Computational Thinking in Engineering and Computer Science Students: A Multi-Method Approach | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a The rapid integration of computational thinking (CT) into STEM education highlights its importance as a critical skill for problem-solving in the digital age, equipping students with the cognitive tools needed to address complex challenges systematically. This study evaluates CT skills among Engineering and Computer Science students using a multi-method approach by combining quantitative methods (CTT scores and CTS responses) with qualitative methods (thematic analysis of open-ended questions), integrating objective assessments, self-perception scales, and qualitative insights. The Computational Thinking Test (CTT) measures proficiency in core CT sub-competencies, abstraction, decomposition, algorithmic thinking, and pattern recognition through objective tests. The Computational Thinking Scale (CTS) captures students’ perceived CT skills. At the same time, open-ended questions elicit perspectives on the practical applications of CT in academic and professional contexts. Data from 196 students across two Mexican universities were analyzed through quantitative and thematic methods. The results show that students excel in pattern recognition and abstraction but face decomposition and algorithmic thinking challenges. Cross-sectional analyses were conducted between CTT, CTS and the open-ended part to compare CT skills across different demographic groups (e.g., age, gender, academic disciplines), showing clear differences based on age, gender, and academic disciplines, with Computer Science students performing better than engineering students. These findings highlight the importance of CT in preparing students for modern challenges and provide a foundation for improving teaching methods and integrating these skills into university programs. | |
| 651 | 4 | |a Latin America | |
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| 653 | |a STEM education | ||
| 653 | |a Data analysis | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Influence | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Skills | ||
| 653 | |a Computers | ||
| 653 | |a Perceptions | ||
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| 653 | |a Cross-sectional studies | ||
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| 653 | |a Quantitative analysis | ||
| 653 | |a Engineering education | ||
| 653 | |a Critical Thinking | ||
| 653 | |a Competence | ||
| 653 | |a Curriculum Development | ||
| 653 | |a Primary Education | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Addition | ||
| 653 | |a Educational Methods | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Computer Science Education | ||
| 653 | |a Objective Tests | ||
| 653 | |a Pattern Recognition | ||
| 653 | |a Mathematics | ||
| 653 | |a Elementary School Students | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Elementary Secondary Education | ||
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| 653 | |a Higher Education | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Programming | ||
| 653 | |a Content Validity | ||
| 700 | 1 | |a Ahmed, Awais |u School of Computer Science, China West Normal University, Nanchong 637009, China; <email>ahmedawais@cwnu.edu.cn</email> | |
| 700 | 1 | |a Hussain, Sadam |u Tecnológico de Monterrey, School of Engineering and Sciences Monterrey, Monterrey 64849, Mexico; <email>a01753094@tec.mx</email> (S.H.); <email>gerardo.ibarra.v@tec.mx</email> (G.I.-V.); <email>terashima@tec.mx</email> (H.T.-M.) | |
| 700 | 1 | |a Ibarra-Vázquez, Gerardo |u Tecnológico de Monterrey, School of Engineering and Sciences Monterrey, Monterrey 64849, Mexico; <email>a01753094@tec.mx</email> (S.H.); <email>gerardo.ibarra.v@tec.mx</email> (G.I.-V.); <email>terashima@tec.mx</email> (H.T.-M.) | |
| 700 | 1 | |a Terashima-Marin, Hugo |u Tecnológico de Monterrey, School of Engineering and Sciences Monterrey, Monterrey 64849, Mexico; <email>a01753094@tec.mx</email> (S.H.); <email>gerardo.ibarra.v@tec.mx</email> (G.I.-V.); <email>terashima@tec.mx</email> (H.T.-M.) | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 3 (2025), p. 344 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3181430072/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3181430072/fulltextwithgraphics/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3181430072/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |