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9 results for “compulsory education”
Dataset for algorithmic thinking skills assessment: Results from the virtual CAT large-scale study in Swiss compulsory education
<p><strong>Overview</strong><br>This dataset was collected during a main study that evaluated the virtual Cross Array Task (CAT) platform as an assessment tool for algorithmic thinking (AT) skills among K-12 students in Swiss compulsory education.<br>As algorithmic thinking becomes increasingly vital in our digital age, this study bridges the gap between traditional assessments and the needs of today's learners by introducing a digital platform. The virtual CAT, a digital adaptation of an unplugged assessment activity, offers scalable, automated assessments with reduced human intervention.</p> <p><strong>Study Context, Location and Participants</strong><br>To comprehensively investigate algorithmic competencies within compulsory education, exploring their variations and determining the factors influencing them, in Spring 2023 we conducted an experimental study with the virtual CAT's.<br>The sample comprises 129 students (65 girls and 64 boys), selected from nine classes across five public schools in Ticino and Solothurn cantons.</p> <p><strong>Data Collection</strong><br>During the data collection process, session and participant details were manually recorded by the administrator. <br>Each session has been assigned a unique identifier, and specific details, such as the date, canton, school name and type, and the students’ HarmoS grade (HG) level, have been recorded. <br>Student information are limited to sex and date of birth, with birth dates used to calculate ages, a significant factor in our demographic analysis. <br>To protect student privacy, unique identifiers have been assigned to each participant, keeping the data anonymous and secure. <br>The assessment tool automatically tracked all user interaction within the platform.<br>All data collected have been pseudonymised, aligning with prevailing open science practices in Switzerland (SNSF, 2021). <br>Data collection was integrated into a validation module of the app. </p> <p><strong>Data Features</strong><br>The dataset comprises the following files:</p> <ul> <li>STUDENTS_SESSIONS.csv</li> <li>RESULTS.csv</li> <li>LOGS.csv</li> <li>CANTONS.csv</li> <li>ALGORITHMS.csv</li> </ul> <p>These files collectively provide insights into the algorithmic actions of the students, demographic details, session logs, results, and more.</p> <p><strong>Usage & Ethics</strong><br>In the spirit of open science, this dataset is made available to the public after meticulous anonymisation to ensure all participants' privacy and ethical treatment. <br>Initial authorisations were secured from school administrators, teachers, and parents. <br>Detailed communication regarding the study's nature, data handling, and objectives was transparently shared with all stakeholders.</p> <p><strong>REFERENCES</strong></p> <p><strong>[1]</strong> A. Piatti, G. Adorni, L. El-Hamamsy, L. Negrini, D. Assaf, L. Gambardella & F. Mondada. (2022). The CT-cube: A framework for the design and the assessment of computational thinking activities. Computers in Human Behavior Reports, 5, 100166. <a href="https://doi.org/10.1016/j.chbr.2021.100166">https://doi.org/10.1016/j.chbr.2021.100166</a></p> <p><strong>[2]</strong> Adorni, G., & Piatti, S., & Karpenko, V. (2023). virtual CAT: An app for algorithmic thinking assessment within Swiss compulsory education. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10027851">https://doi.org/10.5281/zenodo.10027851</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/</a></p> <p><strong>[3]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT programming language interpreter. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10016535">https://doi.org/10.5281/zenodo.10016535</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/</a></p> <p><strong>[4]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT data infrastructure. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10015011">https://doi.org/10.5281/zenodo.10015011</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure</a></p> <p> </p>
Dataset for algorithmic thinking skills assessment: Results from the virtual CAT pilot study in Swiss compulsory education
<p><strong>Overview</strong><br>This dataset was collected during a pilot study that evaluated the virtual Cross Array Task (CAT) platform as an assessment tool for algorithmic thinking (AT) skills among K-12 students in Swiss compulsory education.<br>As algorithmic thinking becomes increasingly vital in our digital age, this study bridges the gap between traditional assessments and the needs of today's learners by introducing a digital platform. The virtual CAT, a digital adaptation of an unplugged assessment activity, offers scalable, automated assessments with reduced human intervention.</p><p><strong>Study Context, Location and Participants</strong><br>To demonstrate the virtual CAT's effectiveness, we conducted a pilot study in March 2023.<br>The study was conducted in Switzerland, specifically within the Ticino canton.<br>The sample consisted of 31 students (21 girls and 10 boys) from a preschool class (ages 4-6) and two low secondary classes (1st grade, ages 11-12). </p><p><strong>Data Collection</strong><br>Data collection was integrated into a validation module of the app. <br>Sessions required manual input for details like date, canton, and school information. <br>Students' details, anonymised for privacy, encompassed their gender and date of birth. <br>Each interaction within the platform was meticulously logged, capturing operations like task confirmations, command updates, mode changes, and more.</p><p><strong>Data Features</strong><br>The dataset comprises the following files:</p><ul><li>ALGORITHMS.csv</li><li>CANTONS.csv</li><li>DF.csv</li><li>LOGS.csv</li><li>RESULTS.csv</li><li>SCHOOLS.csv</li><li>SESSIONS.csv</li><li>STUDENTS_SESSIONS.csv</li></ul><p>These files collectively provide insights into the algorithmic actions of the students, demographic details, session logs, results, and more.</p><p><strong>Usage & Ethics</strong><br>In the spirit of open science, this dataset is made available to the public after meticulous anonymisation to ensure all participants' privacy and ethical treatment. <br>Initial authorisations were secured from school administrators, teachers, and parents. <br>Detailed communication regarding the study's nature, data handling, and objectives was transparently shared with all stakeholders.</p><p> </p><p><strong>REFERENCES</strong></p><p><strong>[1]</strong> A. Piatti, G. Adorni, L. El-Hamamsy, L. Negrini, D. Assaf, L. Gambardella & F. Mondada. (2022). The CT-cube: A framework for the design and the assessment of computational thinking activities. Computers in Human Behavior Reports, 5, 100166. <a href="https://doi.org/10.1016/j.chbr.2021.100166">https://doi.org/10.1016/j.chbr.2021.100166</a></p><p><strong>[2]</strong> Adorni, G., & Piatti, S., & Karpenko, V. (2023). virtual CAT: An app for algorithmic thinking assessment within Swiss compulsory education. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10027851">https://doi.org/10.5281/zenodo.10027851</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/</a></p><p><strong>[3]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT programming language interpreter. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10016535">https://doi.org/10.5281/zenodo.10016535</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/</a></p><p><strong>[4]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT data infrastructure. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10015011">https://doi.org/10.5281/zenodo.10015011</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure</a></p>
Dataset with survey answers about enginering studies opinion in each kind of high school Spanish studies (Compulsory Secondary Education, Vocational Education and Upper Secondary Education)
<p>The first line includes each question and the rest of the tuples include one answer per each filled survey. Depending on the type of high school studies, you find one different survey, because the questions are adapted to each particular high school education.</p> <p> </p>
98 selected publications analysed in-depth in the context of a systematic literature review on Computational Thinking in compulsory education
<p>This is the list of the <strong>98 publications from between 2016 and 2021 </strong>analysed in-depth through a review matrix in the context of the <strong>"</strong><a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC128347">Reviewing Computational Thinking in Compulsory Education: State of Play and</a> <a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC128347"> Practices from the Field</a><strong>"</strong> <strong>research study.</strong> The <a href="https://computhink2study.eu/">study</a> was designed, funded, and followed by the European Commission’s Joint Research Centre (JRC) to investigate <strong>how Computational Thinking (CT) is currently positioned within compulsory school education in Europe’s various Member States, as well as outside the EU</strong>. The study was carried out from April to December 2021 by the Institute for Educational Technology of the Italian National Research Council (CNR-ITD), together with European Schoolnet (EUN) and Vilnius University (VU).</p> <p>Bocconi, S., Chioccariello, A., Kampylis, P., Dagienė, V., Wastiau, P., Engelhardt, K., Earp, J., Horvath, M.A., Jasutė, E., Malagoli, C., Masiulionytė-Dagienė, V., & Stupurienė, G. (2022). <em>Reviewing Computational Thinking in Compulsory Education</em>. Publications Office of the European Union. <a href="https://doi.org/10.2760/126955">https://doi.org/10.2760/126955</a></p> <p> </p>
Structure of the complete review matrix developed in the context of the "Reviewing Computational Thinking in Compulsory Education: State of Play and Practices from the Field" research study
<p>This is the structure of the complete review matrix used to analyse in-depth <strong>98 selected publications from between 2016 and 2021 </strong>in the context of the "<a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC128347">Reviewing Computational Thinking in Compulsory Education: State of Play and</a> <a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC128347"> Practices from the Field</a>" research study. The <a href="https://computhink2study.eu/">study </a>was designed, funded, and followed by the European Commission’s Joint Research Centre (JRC) to investigate <strong>how Computational Thinking (CT) is currently positioned within compulsory school education in Europe’s various Member States, as well as outside the EU</strong>. The study was carried out from April to December 2021 by the Institute for Educational Technology of the Italian National Research Council (CNR-ITD), together with European Schoolnet (EUN) and Vilnius University (VU).</p>
98 selected publications analysed in-depth in the context of a systematic literature review on Computational Thinking in compulsory education
<p>This is the list of the <strong>98 publications from between 2016 and 2021 </strong>analysed in-depth through a review matrix in the context of the <strong>"</strong><a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC128347">Reviewing Computational Thinking in Compulsory Education: State of Play and</a> <a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC128347"> Practices from the Field</a><strong>"</strong> <strong>research study.</strong> The <a href="https://computhink2study.eu/">study</a> was designed, funded, and followed by the European Commission’s Joint Research Centre (JRC) to investigate <strong>how Computational Thinking (CT) is currently positioned within compulsory school education in Europe’s various Member States, as well as outside the EU</strong>. The study was carried out from April to December 2021 by the Institute for Educational Technology of the Italian National Research Council (CNR-ITD), together with European Schoolnet (EUN) and Vilnius University (VU).</p> <p>Bocconi, S., Chioccariello, A., Kampylis, P., Dagienė, V., Wastiau, P., Engelhardt, K., Earp, J., Horvath, M.A., Jasutė, E., Malagoli, C., Masiulionytė-Dagienė, V., & Stupurienė, G. (2022). <em>Reviewing Computational Thinking in Compulsory Education</em>. Publications Office of the European Union. <a href="https://doi.org/10.2760/126955">https://doi.org/10.2760/126955</a></p> <p> </p>
New Technologies as a Tool for Health Promotion in Schoolchildren of Compulsory Secondary Education
ClinicalTrials.gov study NCT04860128. IPD Sharing: NO. Countries: 1. Publications: 1.
CRITICAL ASSESSMENT OF THE THEORY AND PRACTICE OF QUALITIES, TYPES AND COMMUNICATION IN EDUCATIONAL MANAGEMENT AND LEADERSHIP AND ITS APPLICABILITY IN THE CONTEXT OF LEADING PUBLIC COMPULSORY SCHOOLS IN UZBEKISTAN.
Open the record for dataset details and reuse information.
Extraordinarily Fun Training Project in Compulsory Secondary Education - Sexually Transmitted Infections
ClinicalTrials.gov study NCT05727033. IPD Sharing: NO. Countries: 1. Publications: 0.
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