Relationship between the Learning of Computational thinking and the Development of Reasoning

Abstract

This work describes a quasi-experimental study which aims to investigate the relationship between the contruction of Computational Thinking and the reasoning development of students of the last years of Elementary School. The research was carried out using a 10-hour course in Games Development, offered in two private schools with 50 participant students, in two consecutive years, with four different classes. The proposed teaching-learning practice was built on theoretical assumptions of meaningful learning and experiential learning. Computational Thinking and students’ reasoning were evaluated before and after the course, using the Computational Thinking Test and the tests that compose the BPR-5 Testing Battery. The statistical analysis of the data showed an increase in Computational Thinking, as well as in Verbal Reasoning, Abstract Reasoning and Mechanical Reasoning of the students who took part in the experiment. A positive correlation between Computational Thinking and the five types of reasoning evaluated was also documented.