Access to this article is restricted until 24 months after publication by request of the publisher.. Restriction lift date: 2021-08-22
Cooperative Thinking: analyzing a new framework for software engineering education
dc.check.date | 2021-08-22 | |
dc.check.info | Access to this article is restricted until 24 months after publication by request of the publisher. | en |
dc.contributor.author | Ciancarini, Paolo | |
dc.contributor.author | Missiroli, Marcello | |
dc.contributor.author | Russo, Daniel | |
dc.contributor.funder | Consiglio Nazionale delle Ricerche | en |
dc.contributor.funder | Italian Inter-University Consortium for Informatics (CINI) | en |
dc.contributor.funder | Science Foundation Ireland | en |
dc.contributor.funder | European Regional Development Fund | en |
dc.date.accessioned | 2019-09-11T16:01:34Z | |
dc.date.available | 2019-09-11T16:01:34Z | |
dc.date.issued | 2019-08-22 | |
dc.description.abstract | Computational Thinking (CT) and Agile Values (AV) focus respectively on the individual capability to think algorithmically, and on the principles of collaborative software development. Although these two dimensions of software engineering education complement each other, very few studies explored their interaction. In this paper we use an exploratory Structural Equation Modeling technique to introduce and analyze Cooperative Thinking (CooT), a model of team-based computational problem solving. We ground our model on the existing literature and validate it through Partial Least Square modeling. Cooperative Thinking is new competence which aim is to support cooperative problem solving of technical contents suitable to deal with complex software engineering problems. This article suggests to tackle the CooT construct as an education goal, to train students of software development to improve both their individual and teaming performances. | en |
dc.description.sponsorship | Consiglio Nazionale delle Ricerche (Institute of Cognitive Sciences and Technologies of the Italian National Research Council (ISTC-CNR) | en |
dc.description.status | Peer reviewed | en |
dc.description.version | Accepted Version | en |
dc.format.mimetype | application/pdf | en |
dc.identifier.articleid | 110401 | en |
dc.identifier.citation | Ciancarini, P., Missiroli, M. and Russo, D. (2019) 'Cooperative Thinking: Analyzing a new framework for software engineering education', Journal of Systems and Software, 157, 110401 (12 pp). doi: 10.1016/j.jss.2019.110401 | en |
dc.identifier.doi | 10.1016/j.jss.2019.110401 | en |
dc.identifier.endpage | 12 | en |
dc.identifier.issn | 0164-1212 | |
dc.identifier.journaltitle | Journal of Systems and Software | en |
dc.identifier.startpage | 1 | en |
dc.identifier.uri | https://hdl.handle.net/10468/8518 | |
dc.identifier.volume | 157 | en |
dc.language.iso | en | en |
dc.publisher | Elsevier | en |
dc.relation.project | info:eu-repo/grantAgreement/SFI/SFI Research Centres/13/RC/2094/IE/Lero - the Irish Software Research Centre/ | en |
dc.relation.uri | http://www.sciencedirect.com/science/article/pii/S016412121930175X | |
dc.rights | © 2019 Elsevier Inc. All rights reserved. This manuscript version is made available under the CC-BY-NC-ND 4.0 license | en |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | en |
dc.subject | Partial least squares | en |
dc.subject | Structural equation modelling | en |
dc.subject | Multivariate analysis | en |
dc.subject | Latent variable analysis | en |
dc.subject | Empirical software engineering | en |
dc.subject | Computer science education | en |
dc.subject | K-12 | en |
dc.subject | High school | en |
dc.subject | Software engineering education | en |
dc.subject | Computational thinking | en |
dc.subject | Agile | en |
dc.subject | Cooperative thinking | en |
dc.title | Cooperative Thinking: analyzing a new framework for software engineering education | en |
dc.type | Article (peer-reviewed) | en |
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