Education Sciences

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Prof. Dr. Bronwen Cowie

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Guest Editor

School of Education, University of Waikato, Hamilton 3240, New Zealand
Interests: assessment for learning/ formative assessment; science education; STEM; culturally responsive pedagogy

Prof. Dr. Christine Harrison

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Guest Editor

Centre for Research in Education in Science, Technology, Engineering & Mathematics, Kings College London, London WC2R 2LS, UK
Interests: assessment for learning; classroom assessment; science education; science inquiry; STEM

Special Issue Information

Dear Colleagues,

It has been 25 years since the initial work was undertaken on assessment for learning. It therefore seems timely to revisit and refresh the ideas and consider how they might play out in practice in this post-COVID era.

We are interested in contributions across early years, compulsory schooling, and the tertiary sector. We encourage contributors to pose questions about possibilities for student and teacher agency and action in a context of different theoretical framings, an expansive vision of a curriculum for STEM, and the opportunities and challenges that arise in more diverse STEM classrooms. We acknowledge that there are challenges around equity, diversity, inclusion, differentiation/ streaming, lifelong and lifewide learning, and the issues that flow from colonisation and racism. Papers might include consideration of social and epistemic justice and societal benefit relative to the possible short and longer term consequences of assessment in STEM.

Prof. Dr. Bronwen Cowie
Prof. Dr. Christine Harrison
Guest Editors

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

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Keywords

assessment for learning
STEM
equity
classroom assessment
social justice
student and teacher agency
action

Published Papers (1 paper)

Research

22 pages, 3792 KiB

Open AccessArticle

Correlation between High School Students’ Computational Thinking and Their Performance in STEM and Language Courses

by Aikaterini Bounou, Konstantinos Lavidas, Vassilis Komis, Stamatis Papadakis and Polyxeni Manoli

Educ. Sci. 2023, 13(11), 1101; https://doi.org/10.3390/educsci13111101 - 31 Oct 2023

Cited by 1 | Viewed by 2269

Abstract

According to numerous researchers, a clear and direct correlation exists between Computational Thinking (CT) and courses falling under the purview of Science, Technology, Engineering, and Mathematics (STEM), thereby advocating for the integration of CT into the curricula of STEM courses. Nonetheless, it is noteworthy that only a few studies have scrutinized this correlation in-depth. Most such studies connect the correlation tacitly and predominantly concentrate on the empirical assessment of CT within the curriculum of one STEM discipline. This research seeks to evaluate the Computational Thinking abilities of 80 high school students in Greece and discern the extent of correlation with their academic performance in STEM and Greek language courses. A longitudinal survey was executed to accomplish this objective, commencing with administering a test designed to gauge the fundamental components of Computational Thinking. It is worth noting that this test draws its inspiration from internationally recognized computer competitions and serves as a credible assessment tool. Subsequently, an assessment was carried out to ascertain the degree of correlation between students’ Computational Thinking aptitude and their written performance in the subjects encompassed by the STEM category and the Greek language courses. The outcomes of this investigation revealed the presence of a statistically significant correlation between students’ Computational Thinking proficiency and their performance in these academic subjects, further extending to the academic direction of study chosen by the students. Based on the findings of this research, implications and pedagogical recommendations are delineated while concurrently acknowledging the limitations encountered during this study. Full article

(This article belongs to the Special Issue Assessment for Learning in STEM: Exploring Possibilities for Agency and Action)

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