Development of computational thinking through programming learning in engineering students

Authors

DOI:

https://doi.org/10.24054/ripcs.v1i1.1311

Keywords:

Abstraction, cognitive skill, computational thinking, learning, programming, programming language, problem solving

Abstract

When students engage in programming studies, they must access a certain level of deduction and superior reasoning, requiring special cognitive skills that enable them to perform abstract analysis of what reality may be, surpassing common memoristic and repetitive cognitive procedures typical of other areas.

Hence, this qualitative research with a phenomenological design was conducted to understand how students acquire cognitive skills associated with computational thinking through programming learning. The participants were 10 students from the Programming I and II courses in the 2021-I period. Data collection techniques included pre-course and post-course tests, participant observation, and semi-structured interviews.

The results revealed that students face comprehension and interpretation challenges at the beginning of programming courses, as well as a lack of understanding of basic concepts that hindered the proper formulation of solutions to problems presented in initial tests. The study concluded that students with little or no programming knowledge struggle to solve problems, as computational thinking elements are minimally applied and successes are more attributed to lower-order mental processes.

The results of the final test showed that the acquisition of programming knowledge helped improve abstraction and analysis skills, inherent elements of computational thinking, as well as the development of additional elements such as increased creativity, and the inclusion of design, planning, and monitoring elements.

References

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Published

2022-06-01 — Updated on 2022-01-15

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How to Cite

Brugés Romero, A. R., & Camperos Villamizar, Y. del P. (2022). Development of computational thinking through programming learning in engineering students. Revista Investigación & Praxis En CS Sociales, 1(1), 27–49. https://doi.org/10.24054/ripcs.v1i1.1311 (Original work published June 1, 2022)

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Artículos