How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-08-31 DOI:10.1002/tea.21899
Haozhe Jiang, A. Y. M. Atiquil Islam, Xiaoqing Gu, Jia Guan
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Abstract

Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill-defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed that students' thinking styles and STEM attitudes directly predicted their computational thinking skills and that thinking styles mediated the relationship between STEM attitudes and computational thinking skills. Thinking styles and STEM attitudes are strong predictors of CT skills. Based on the results, we recommended that the conceptualization of CT be broadened to reflect its trans-disciplinary nature within the context of STEM education. This study adds to the limited theoretical understanding of CT and CT-predictors in higher education, which has been studied much less than in K-12 education.

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思维方式和STEM态度对计算思维有何影响?结构方程建模分析
计算思维对许多领域的成功至关重要。然而,CT的性质、定义和范围尚不明确,关于如何最好地发展CT的研究也非常有限。这项研究的重点是思维风格和STEM态度如何影响计算思维。采用比例分层随机抽样程序,对来自两所大学的1195名学生进行了调查。结构方程建模分析表明,学生的思维风格和STEM态度直接预测了他们的计算思维技能,思维风格介导了STEM态度和计算思维技能之间的关系。思维风格和STEM态度是CT技能的有力预测因素。基于这些结果,我们建议扩大CT的概念,以反映其在STEM教育背景下的跨学科性质。这项研究增加了对高等教育中CT和CT预测因子的有限理论理解,与K-12教育相比,对CT和CT的研究要少得多。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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