Teachers’ Ontological Perspectives of Computational Thinking and Assessment: A Text Mining Approach

As a dynamic and multifaceted construct, computational thinking (CT) has proven to be challenging to conceptualize and assess, which impedes the development of a workable ontology framework. To address this issue, the current article describes a novel approach towards understanding the ontological aspects of CT by using text mining and graph-theoretic techniques to elucidate teachers’ perspectives collected in an online survey (N = 105). In...