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Brennan and Resnick's three-dimensional CT framework (concepts, practices, perspectives)

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Description

The article adopts Brennan and Resnick (2012)'s framework as its theoretical scaffold for understanding CT learning and assessment. It classifies CT into three dimensions: "concepts, practices, and perspectives" — concepts are foundational programming ideas (sequences, loops, conditionals, events), practices are how learners apply concepts in problem-solving (testing, debugging, decomposition), and perspectives address how learners view themselves in relation to computing. The framework integrates cognitive, procedural, and dispositional dimensions and directly informed the coding of the learning-outcome moderator.

Accounts

  • Brennan and Resnick's three-dimensional CT framework (concepts, practices, perspectives) as the study's organizing scaffold: The article adopts Brennan and Resnick (2012)'s framework as its theoretical scaffold for understanding CT learning and assessment. It classifies CT into three dimensions: "concepts, practices, and perspectives" — concepts are foundational programming ideas (sequences, loops, conditionals, events), practices are how learners apply concepts in problem-solving (testing, debugging, decomposition), and perspectives address how learners view themselves in relation to computing. The framework integrates cognitive, procedural, and dispositional dimensions and directly informed the coding of the learning-outcome moderator. (Suya Liu · Yun Dai · Oi Lam Ng · Zhihui Cai (2025))

Claims

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Key Sources

  • Suya Liu · Yun Dai · Oi Lam Ng · Zhihui Cai. (2025). Gender Disparity in Computational Thinking Pedagogy and Assessment: A Three-Level Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10095-3
Page metadata
Field Value
type research-method
id brennan-and-resnicks-three-dimensional-ct-framework-concepts-practices-perspectives
title Brennan and Resnick's three-dimensional CT framework (concepts, practices, perspectives)
description The article adopts Brennan and Resnick (2012)'s framework as its theoretical scaffold for understanding CT learning and assessment.
status review
generated by process:settle-candidates on 2026-10-19
trust unverified — no one has confirmed this page's content

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