|
余民寧(2011)。教育測驗與評量:成就測驗與教學評量。台北市:心理。 周文欽、歐滄和、許擇基、盧欽銘、金樹人、范德鑫(1995)。心理與教育測驗。台北市:心理。 郭生玉(2004)。心理與教育測驗。台北:精華。 胡秋帆、王恩慈、吳正己、林育慈(2020)。十二年國教資訊科技科目學習次概念之探究。教育研究集刊,66(1),77-102。 胡秋帆、吳正己、林育慈、游志弘(2021)。高中生運算思維測驗發展。數位學習科技期刊,13(1),1-21。 教育部(2018)。十二年國民基本教育課程綱要:國民中小學暨普通型高級中等學校『科技領域』。臺北市:作者。 蔡崇建(1991)。智力的評量與分析。台北市:心理。 Aho, A. V. (2012). Computation and computational thinking. The Computer Journal, 55(7), 832-835. https://doi.org/10.1093/comjnl/bxs074 Ambrósio, A. P., Xavier, C., & Georges, F. (2014). Digital ink for cognitive assessment of computational thinking. Proceedings of 2014 IEEE Frontiers in Education Conference (FIE) (pp. 1-7). IEEE. https://doi.org/10.1109/FIE.2014.7044237 Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 computational thinking curriculum framework: Implications for teacher knowledge. Journal of Educational Technology & Society, 19(3), 47-57. Atmatzidou, S., & Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75, 661-670. https://doi.org/10.1016/j.robot.2015.10.008 Australian Curriculum, Assessment, Reporting Authority (ACARA). (2013). Digital Technologies. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/ Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? Inroads, 2(1), 48-54. https://doi.org/10.1145/1929887.1929905 Bentler, P. M., & Yuan, K. H. (1999). Structural equation modeling with small samples: Test statistics. Multivariate Behavioral Research, 34(2), 181-197. https://doi.org/10.1207/S15327906Mb340203 Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Proceedings of the 2012 annual meeting of the American educational research association (pp. 1-25). Buitrago Flórez, F., Casallas, R., Hernández, M., Reyes, A., Restrepo, S., & Danies, G. (2017). Changing a Generation’s Way of Thinking: Teaching Computational Thinking Through Programming. Review of Educational Research, 87(4), 834-860. doi:10.3102/0034654317710096 Chen, G., Shen, J., Barth-Cohen, L., Jiang, S., Huang, X., & Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers & Education, 109, 162-175. https://doi.org/10.1016/j.compedu.2017.03.001 Chen, L. M., Liu, K. S., & Cheng, Y. Y. (2012). Validation of the perceived school bullying severity scale. Educational Psychology, 32(2), 169-182. https://doi.org/10.1080/01443410.2011.633495 Chi, H., & Jain, H. (2011). Teaching computing to STEM students via visualization tools. Procedia Computer Science, 4, 1937-1943. https://doi.org/10.1016/j.procs.2011.04.211 Chu, Y. K., Liang, J. C., & Tsai, M. J. (2019). Development of a Computational Thinking Scale for Programming. Proceedings of International Conference on Computational Thinking Education 2019 (pp. 185-189). EdUHK. College Board. (2020). AP Computer Science Principles. https://apcentral.collegeboard.org/pdf/ap-computer-science-principles-course-and-exam-description.pdf Computer Science Teachers Association (CSTA). (2017). K-12 Computer Science Standards. http://www.csteachers.org/page/standards Curzon, P., Dorling, M., Ng, T., Selby, C., & Woollard, J. (2014). Developing computational thinking in the classroom: a framework. http://www.agbonline.co.uk/Files/Nat 20Curric 20Computing 202014/DevelopingComputationalThinkingInTheClassroomaFramework.pdf Dagienė, V., & Futschek, G. (2008). Bebras international contest on informatics and computer literacy: Criteria for good tasks. In R.T. Mittermeir, M.M. Sysło (Eds.), Lecture Notes in Computer Science: Vol. 5090. Informatics Education - Supporting Computational Thinking (pp. 15–29). Springer. https://doi.org/10.1007/978-3-540-69924-8_2 Dagienė, V., & Stupuriene, G. (2016). Bebras--A Sustainable Community Building Model for the Concept Based Learning of Informatics and Computational Thinking. Informatics in education, 15(1), 25-44. Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers & Education, 58(1), 240–249. https://doi.org/10.1016/j.compedu.2011.08.006 Department for Education (DfE). (2013). National curriculum in England: computing programmes of study. https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study Djambong, T., & Freiman, V. (2016). Task-based assessment of students’ computational thinking skills developed through visual programming or tangible. Proceedings of 13th International Conference on Cogition and Exploratory Learning in Digital Age (pp.41–51). ERIC. Durak, H. Y., & Saritepeci, M. (2018). Analysis of the relation between computational thinking skills and various variables with the structural equation model. Computers & Education, 116, 191-202. https://doi.org/10.1016/j.compedu.2017.09.004 Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling: a Multidisciplinary Journal, 6(1), 56-83. https://doi.org/10.1080/10705519909540119 Google. (2015). Computational Thinking for Educators. https://computationalthinkingcourse.withgoogle.com/ Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43. https://doi.org/10.3102/0013189X12463051 Hambrusch, S., Hoffmann, C., Korb, J. T., Haugan, M., & Hosking, A. L. (2009). A multidisciplinary approach towards computational thinking for science majors. ACM SIGCSE Bulletin, 41(1), 183-187. https://doi.org/10.1145/1539024.1508931 Henderson, P. B., Cortina, T. J., Hazzan O., & Wing, J. M. (2007). Computational thinking. ACM SIGCSE Bulletin, 39(1), 195-196. https://doi.org/10.1145/1227504.1227378 Hu, C. F., Lin, Y. T., Wu, C. C., & Chen, H. C. (2022). A Programming Disposition Scale for High School Students. Journal of Educational Technology & Society, 25(2), 1-14. International Society for Technology in Education (ISTE) & Computer Science Teachers Association (CSTA). (2011). Operational definition of computational thinking for K–12 Education. https://cdn.iste.org/www-root/Computational_Thinking_Operational_Definition_ISTE.pdf Israel-Fishelson, R., Hershkovitz, A., Eguíluz, A., Garaizar, P., & Guenaga, M. (2020). The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics. Journal of Educational Computing Research, https://doi.org/10.1177/0735633120940954 K–12 Computer Science Framework. (2016). https://k12cs.org/wp-content/uploads/2016/09/K–12-Computer-Science-Framework.pdf Kalelioglu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583. Kim, B., Kim, T., & Kim, J. (2013). Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution. Journal of Educational Computing Research, 49(4), 437-459. https://doi.org/10.2190/EC.49.4.b Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the Computational Thinking Scales (CTS). Computers in Human Behavior, 72, 558-569. https://doi.org/10.1016/j.chb.2017.01.005 Kramer, J. (2007). Is abstraction the key to computing? Communications of the ACM, 50(4), 36-42. https://doi.org/10.1145/1232743.1232745 Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J.,& Werner, L. (2011). Computational thinking for youth in practice. Acm Inroads, 2(1), 32-37. https://doi.org/10.1145/1929887.1929902 Lin, Y. T., Wang, M. T., & Wu, C. C. (2019). Design and implementation of interdisciplinary STEM instruction: Teaching programming by computational physics. The Asia-Pacific Education Researcher, 28(1), 77-91. https://doi.org/10.1007/s40299-018-0415-0 Lockwood, J., & Mooney, A. (2018). Computational Thinking in Education: Where does it fit? A systematic literary review. International Journal of Computer Science Education in Schools, 2(1), 41-60. https://doi.org/10.21585/ijcses.v2i1.26 Marsh, H. W. (1998). Pairwise deletion for missing data in structural equation models: Nonpositive definite matrices, parameter estimates, goodness of fit, and adjusted sample sizes. Structural Equation Modeling: A Multidisciplinary Journal, 5(1), 22-36. https://doi.org/10.1080/10705519809540087 McDonald, R. P., & Ho, M.-H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64–82. https://doi.org/10.1037/1082-989X.7.1.64 Moreno-León, J., Robles, G., & Román-González, M. (2015). Dr. Scratch: Automatic analysis of scratch projects to assess and foster computational thinking. RED. Revista de Educación a Distancia, (46), 1-23. Mouza, C., Pan, Y. C., Yang, H., & Pollock, L. (2020). A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program. Journal of Educational Computing Research, https://doi.org/10.1177/0735633120905605 Psycharis, S. (2013). Examining the effect of the computational models on learning performance, scientific reasoning, epistemic beliefs and argumentation: An implication for the STEM agenda. Computers & Education, 68, 253-265. https://doi.org/10.1016/j.compedu.2013.05.015 Relkin, E., de Ruiter, L., & Bers, M. U. (2020). TechCheck: Development and Validation of an Unplugged Assessment of Computational Thinking in Early Childhood Education. Journal of Science Education and Technology, 29, 482-498. https://doi.org/10.1007/s10956-020-09831-x Rich, P. J., Egan, G., & Ellsworth, J. (2019). A Framework for Decomposition in Computational Thinking. Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 416-421). ACM. https://doi.org/10.1145/3304221.3319793 Rogaten, J., & Moneta, G. B. (2015). Development and validation of the short use of creative cognition scale in studying. Educational Psychology, 35(3), 294-314. https://doi.org/10.1080/01443410.2013.857011 Román-González, M., Pérez-González, J. C., Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. Computers in Human Behavior, 77, 678-691. https://doi.org/10.1016/j.chb.2016.08.047 Rose, S., Habgood, J., & Jay, T. (2017). An exploration of the role of visual programming tools in the development of young children’s computational thinking. Electronic journal of e-learning, 15(4), 297-309. https://doi.org/10.34190/ejel.15.4.2368 Selby, C., & Woollard, J. (2013). Computational thinking: the developing definition. https://eprints.soton.ac.uk/356481/ Selby, C., Dorling, M., & Woollard, J. (2014). Evidence of assessing computational thinking. https://eprints.soton.ac.uk/372409/ Shute, V. J., Sun, C., Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158. https://doi.org/10.1016/j.edurev.2017.09.003 Singh, A. S. (2017). Common procedures for development, validity and reliability of a questionnaire. International Journal of Economics, Commerce and Management, 5(5), 790-801. So, H. J., Jong, M. S. Y., & Liu, C. C. (2020). Computational thinking education in the Asian Pacific region. The Asia-Pacific Education Researcher, 29(1), 1-8. https://doi.org/10.1007/s40299-019-00494-w Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 103798. https://doi.org/10.1016/j.compedu.2019.103798 Tsai, M. J., Chien, F. P. F., Lee, S. W. Y., Hsu, C. Y., & Liang, J. C. (2022). Development and validation of the computational thinking test for elementary school students (CTT-ES): Correlate CT competency with Ct disposition. Journal of Educational Computing Research. https://doi.org/10.1177/07356331211051043 Tsai, M. J., Liang, J. C., & Hsu, C. Y. (2021). The computational thinking scale for computer literacy education. Journal of Educational Computing Research, 59(4), 579-602. https://doi.org/10.1177/0735633120972356 Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127-147. https://doi.org/10.1007/s10956-015-9581-5. Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012). The fairy performance assessment: measuring computational thinking in middle school. Proceedings of the 43rd ACM technical symposium on Computer Science Education (pp.215-220).ACM. https://doi.org/10.1145/2157136.2157200 Wiebe, E., London, J., Aksit, O., Mott, B. W., Boyer, K. E., & Lester, J. C. (2019). Development of a lean computational thinking abilities assessment for middle grades students. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 456-461). ACM. https://doi.org/10.1145/3287324.3287390 Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215 Wing, J. M. (2011). Research notebook: Computational thinking—What and why. The Link Magazine, 20-23. Yurdakul, I. K., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012 Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141, Article 103607. https://doi.org/10.1016/j.compedu.2019.103607 Zhong, B., Wang, Q., Chen, J., & Li, Y. (2016). An exploration of three-dimensional integrated assessment for computational thinking. Journal of Educational Computing Research, 53(4), 562-590. https://doi.org/10.1177/0735633115608444
|