SRI 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, and 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
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