Approaches of Learning and Computational Thinking in Students that get into the Computer Sciences Career

K. Villalba-Condori, Sonia Esther Castro Cuba-Sayco, Evelyn Paola Guillén Chávez, C. Deco, C. Bender
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引用次数: 13

Abstract

The way in which the student processes the information, codifies it and recovers it, constitutes its learning approach. The learning process differentiates two qualitative ways of dealing with this process: the deep approach and the superficial approach. The use of each approach depends on the context. However, the adoption of a deep learning approach is positively related to the academic performance. Computational Thinking is defined as a competence of the XXI century, which allows solving problems from a computational point of view, and there is a variety of instruments that allow to measure it, and to know the state in which the evaluated student is. In this paper, we verified the existence of the positive significant relationship between the learning approach and computational thinking in students entering the career of Computer Sciences. By applying Pearson correlation test to verify the relationship between Learning Approaches and Computational Thinking, we found that both variables have homogeneous behaviors and that students show similar conditions. Men are in better conditions than women on the evaluated aspects of the Computational Thinking, Also, we found a significantly positive relationship between Computational Thinking and the Learning Approach (r = 0,882). This result shows that the learning approaches that students' practice are linked to the computational thinking they demonstrate. According to the results, the teachers of this career must develop active and deep methodological strategies due to the predisposition in these students.
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进入计算机科学职业的学生的学习方法和计算思维
学生处理信息、整理信息和恢复信息的方式构成了他们的学习方法。学习过程区分了处理这一过程的两种定性方法:深层方法和表面方法。每种方法的使用取决于上下文。然而,采用深度学习方法与学习成绩呈正相关。计算思维被定义为21世纪的一种能力,它允许从计算的角度解决问题,并且有各种各样的工具可以测量它,并了解被评估学生的状态。在本文中,我们验证了在进入计算机科学职业生涯的学生中,学习方法与计算思维之间存在显著的正相关关系。通过Pearson相关检验验证学习方法与计算思维之间的关系,我们发现两个变量具有同质行为,学生表现出相似的情况。在计算思维的评估方面,男性比女性处于更好的状态,此外,我们发现计算思维和学习方法之间存在显著的正相关关系(r = 0,882)。这一结果表明,学生实践的学习方法与他们所表现出的计算思维是相关联的。根据研究结果,由于这些学生的易感性,教师必须制定积极而深刻的方法策略。
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