Antonia Scholkmann

Relationship between computational thinking and a measure of intelligence as a general problem-solving ability

Computational thinking – the ability to solve problems using concepts from computer science – has been widely discussed in the computer science education field. However, the relationship of computational thinking to intelligence – seen as the general ability to understand and solve complex problems – is contestable and has not been extensively explored. The present study addressed the question of how computational thinking is related to intelligence. To find an answer to this question, 71 pre-service teacher students completed a survey with 20 Bebras tasks as a measure of computational thinking and a non-verbal intelligence test (TONI-3) to assess their general problem-solving ability. The large and significant correlation of r(70) = .53, p < .001, indicates that both concepts are highly related. Implications of the findings are discussed, including the meaning of the relationship between computational thinking and intelligence during teaching and assessment, and the possibility of more holistic measures of computational thinking that incorporate procedural aspects.

“What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience, and how does it relate to the acquisition of competences?

Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students’ subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The aim of the present study was to shed light on how students’ attitude towards various face-to-face and ICT-supported learning opportunities within a PBL course related to the learning outcomes, namely participants’ competence acquisition. To this end, a sample of n = 46 pre-service teacher students in a blended PBL course on pedagogical diagnostics for business and vocational education answered an online questionnaire. The questions explored the quality of the learning experience in the face-to-face and ICT-supported elements, and the students’ perceived competence acquisition. Data was analyzed with multiple regression analysis. Subjective satisfaction with the learning experience predicted competence acquisition for both face-to-face and ICT-supported course elements, but only if they were interactive in nature. In conclusion, ICT integration in a PBL course is not necessarily a threat but a benefit; however, this is true only when it is used within active and engaging learning opportunities.