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Satisfacción de los estudiantes con la docencia online en tiempos de COVID-19
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 35-45 (2022)
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Programa de enriquecimiento para alumnado con alta capacidad: Efectos positivos para el currículum
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 60, 2019 (Ejemplar dedicado a: Cómo llegar a ser un genio. Aprendizaje personalizado y altas capacidades en la sociedad conectada), pags. 39-48 (2019)
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Relação entre a inteligência emocional e o relacionamento interpessoal em crianças de 5 anos
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Do critical thinkers drink too much alcohol, forget to do class assignments, or cheat on exams? Using a critical thinking measure to predict college students’ real-world outcomes
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Características e especificidades da comunicação social na perturbação do espectro do autismo ; Social communication characteristics and specificities in autism spectrum disorder
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Exploring core cognitive skills of Computational Thinking
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Abstract:
Although still innovative and not largely disseminated, Computational Thinking is being considered as a critical skill for students in the 21st century. It involves many skills, but programming abilities seem to be a core aspect since they foster the development of a new way of thinking that is key to the solution of problems that require a combination of human mental power and computing power capacity. This paper presents an exploratory study developed to select psychological assessment tests that can be used to identify and measure Computational Thinking cognitive processes, associated to the programming component, so that strategies can be developed to promote it. After the literature review, we identified four central cognitive processes implied in programming, therefore important to Computational Thinking, and accordingly selected a set of four tests that were administered to a sample of 12 introductory programming students. Our results suggest that spatial reasoning and general intelligence are crucial dimensions for introductory programming, being also correlated to the students’ academic success in this area. However, arithmetic reasoning and attention to detail tests did not correlate. Based on these results, directions for future research have been defined in order to effectively identify and develop the core cognitive processes of programming, ergo, to help develop Computational Thinking. ; University of Sussex
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Keyword:
POP-II.A.novices; POP-V.A. cognitive theories; POP-VI.F.exploratory
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URL: http://hdl.handle.net/1822/30076
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Inventário para o uso da linguagem (LUI ) : estudo piloto do instrumento de avaliação das competências pragmáticas em português
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Memória de trabalho : questões em torno da sua caracterização e desenvolvimento
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Habilidades cognitivas e rendimento escolar entre o 5.º e 12.º anos de escolaridade
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Programa de estimulação cognitiva para alunos com necessidades educativas especiais ; Cognitive training programme for children and adolescents with special learning needs
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