ERG SES H 11, Teachers and Education
Computational Thinking is regarded as a gift from Computer Science to other discipline areas, a digital literacy skill and a cornerstone of the Computing Programme of Study to be delivered as part of the National Curriculum in English Schools. In this paper, the researcher describes the design, iterative development and validation of a qualitative participatory data collection instrument based on open card sorting. This is a new application of card sorting as a knowledge elicitation technique and its ability to elicit semi-tacit knowledge applied to Computer Science Education, where the subjects, trainee Computer Science teachers, are given a collection of cards containing Computational Thinking vocabulary to sort. They are asked to separate these cards into groups determined by the subjects themselves. Information about the individual subject’s knowledge structure of and their conceptual model of Computational Thinking is inferred from the groups created and the names attributed to these groups.
This paper discusses the challenges associated with analysing data generated by card sorts either semantically or syntactically. An open card sort activity is proposed as the most appropriate approach to be adopted for both knowledge acquisition and knowledge elicitation in order to explore the subjects’ knowledge of Computational Thinking vocabulary and their clustering of individual terms. In addition, subjects’ voice would be captured using a self-reflective constructive questionnaire in order to offer suggestions to both refine and enhance the next iteration of this research instrument. Finally, in section 4, conclusions and a discussion on the next stage of the development are presented.
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