Improving learning of computational thinking using creative thinking exercises in CS-1 computer science courses

Abstract

Promoting computational thinking is one of the top priorities in CS education as well as in other STEM and non-STEM disciplines. Our innovative NSF-funded IC2Think project blends computational thinking with creative thinking so that students leverage their creative thinking skills to “unlock” their understanding of computational thinking. In Fall 2012, we deployed creative exercises designed to engage Epstein's creative competencies (Surrounding, Capturing, Challenging and Broadening) in introductory level CS courses targeting four different groups (CS, engineering, combined CS/physical sciences, and humanities majors). Students combined hands-on problem solving with guided analysis and reflection to connect their creative activities to CS topics such as conditionals and arrays and to real-world CS applications. Evaluation results (approximately 150 students) found that creative thinking exercise completion had a linear “dosage” effect. As students completed more exercises [0/1 – 4], they increased their long-term retention [a computational thinking test], F(3, 98) = 4.76, p =.004, partial Eta <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sup> = .127 and course grades, F(3, 109) = 4.32, p =.006, partial Eta <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sup> = .106. These findings support our belief that the addition of creative thinking exercises to CSCE courses improves the learning of computational knowledge and skills.