SRI International is conducting a study on the impact of computational thinking education in Hong Kong primary schools.
Around the world, teaching the problem-solving process known as computational thinking (CT) is increasingly recognized as a critical enabler for future success in a digital society. While CT initiatives often begin at secondary levels, some schools are beginning to address CT education at the primary level.
An example is Hong Kong’s CoolThink@JC initiative, a 4-year pilot program that brings instruction in CT and programming to 32 of Hong Kong’s primary schools. The lessons developed use visual programming languages to help students develop CT-related knowledge and skills based on a research-grounded framework.
The program positions students to be problem-solvers and creators, not just consumers of technology. It also includes supports such as:
- Professional development
- Teaching leads and assistants for instructional support
- Classroom renovation in each pilot school
- An online learning platform
Intended to inspire digital creativity and competence, the program targets outcomes in three areas: CT concepts, CT practices, and CT perspectives.
SRI is conducting a rigorous longitudinal study that will evaluate student outcomes and progression in each of these areas, as well as research classroom-level implementation. The study aims to provide formative input to developers to support fine-tuning of pilot lessons, deliver summative measurement of program outcomes, and contribute to the emerging global literature on CT programs.
Read the full reports:
CoolThink@JC Pilot evaluation: Baseline Report
CoolThink@JC Pilot evaluation: Midline Report
CoolThink@JC Pilot evaluation: Endline Report
CoolThink@JC Pilot evaluation: Endline Report – Appendices
