Computational Thinking Intervention at the Transition Between Early Childhood and Primary Education

Abstract

- Research has been conducted on computational thinking at different educational levels. However, there is a lack of information regarding the transition from one stage to another, especially from Early Childhood Education to Primary Education. This study was executed during the academic year 2022/2023 in two schools in Gran Canaria: CEIP La Zafra and CPEIPS San Antonio María Claret, with the aim to evaluate the transition of computational thinking between educational stages and to observe its state also comparing a center with experience in its development with another one without experience. The total sample consists of 213 students. For the analysis of results, a Z test has been performed to compare proportions, considering a confidence value of 95%. These comparisons are defined by sex, educational level, and center. The recorded data have shown minimal difference in the transition between stages, but significant differences between groups from different schools.