Computational Thinking State in Third Early Childhood Education and First Primary Education

Abstract

This study conducted in the academic year 2022/2023 evaluates the state of students’ computational thinking during the transition from Early Childhood Education to Primary Education. The research questions focus on variations in computational thinking between third-year Early Childhood Education and first-year Primary Education students, as well as differences between schools with and without prior computational thinking experience. A total population of 221 individuals and a sample size of 213 were considered. Assessment tools such as observation, analysis of written tasks, and checklists are used to evaluate computational thinking skills, along with a satisfaction questionnaire to assess motivation and transversal aspects. The intervention design is rooted in active learning, game-based learning, and collaborative learning, with two sessions focused on unplugged computational thinking and educational robotics using the KUBO robot. The results show no significant differences in observation, problem-solving, and programming code between the two levels. Comparing educational centers, significant differences were found in reasoning organization, spatial orientation, and code programming, with no substantial discrepancy in problem-solving abilities.