Assessing Computational Thinking Beyond Programming: A Scoping Review of Non‐Programming‐Based Computational Thinking Assessments for K‐12 Education.
Background: Computational thinking (CT) is an essential 21st‐century competency, which has already been embedded into K‐12 education globally and is regarded as a fundamental competency that applies to multiple domains. It is important to adopt non‐programming‐based instruments to assess CT in vario...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 1; pp. 1 - 31 |
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| Autores principales: | , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2026
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| Acceso en línea: | Ver este registro en EBSCOhost |