Structural Validation for the Developmental Model of Computational Thinking

Autor/inn/en	Tsai, Meng-Jung; Liang, Jyh-Chong; Lee, Silvia Wen-Yu; Hsu, Chung-Yuan
Titel	Structural Validation for the Developmental Model of Computational Thinking
Quelle	In: Journal of Educational Computing Research, 60 (2022) 1, S.56-73 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Meng-Jung) ORCID (Liang, Jyh-Chong) ORCID (Lee, Silvia Wen-Yu) ORCID (Hsu, Chung-Yuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211017794
Schlagwörter	Thinking Skills; Problem Solving; Computation; Models; Middle School Students; Test Construction; Test Validity; Test Reliability; Prediction; Grade 8; Grade 9; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Denkfähigkeit; Problemlösen; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Testaufbau; Testvalidität; Testreliabilität; Vorhersage; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland
Abstract	A prior study developed the Computational Thinking Scale (CTS) for assessing individuals' computational thinking dispositions in five dimensions: decomposition, abstraction, algorithmic thinking, evaluation, and generalization. This study proposed the Developmental Model of Computational Thinking through validating the structural relationships among the five factors of the CTS. To examine the model, a questionnaire including the CTS was administered to 472 middle school students. A confirmatory factor analysis was used to confirm the construct of the measurements, and a PLS-SEM analysis was used to validate the structural relationships among the factors. The results confirmed that the 19-item CTS has good item reliability, internal consistency, and construct reliability for measuring computational thinking (CT). In the Developmental Model of CT, decomposition and abstraction significantly predict all other three CT dispositions, suggesting that they are the two fundamental factors required for CT development. Moreover, a significant linear prediction path was shown starting from algorithmic thinking, evaluation, until generalization. Thus, a multi-level model was confirmed for the conceptual framework of CT. This model suggests a possible sequence for CT development which may provide a guideline for the teaching objectives of CT for different learning stages in different school levels. Decomposition and abstraction are especially suggested to be emphasized in school curricula before teaching algorithmic thinking or algorithm designs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01