The Computational Thinking Scale for Computer Literacy Education

2020 ◽  
pp. 073563312097235
Author(s):  
Meng-Jung Tsai ◽  
Jyh-Chong Liang ◽  
Chung-Yuan Hsu
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Computer Literacy ◽  
Learning Experience ◽  
Computational Thinking ◽  
After School ◽  
Self Directed Learning ◽  
School Students ◽  
Five Dimensions ◽  
Positive Effects

Computational thinking has received tremendous attention from computer science educators and educational researchers in the last decade. However, most prior literature defines computational thinking as thinking outcomes rather than thinking processes. Based on Selby and Woodland’s framework, this study developed and validated the Computational Thinking Scale (CTS) to assess all students’ thought processes of computational thinking for both general and specific problem-solving contexts in five dimensions: abstraction, decomposition, algorithmic thinking, evaluation and generalization. A survey including 25 candidate items for CTS as well as demographic variables was administered to 388 junior high school students in Taiwan. An explorative factor analysis using the principal axis method with the oblimin rotation was used to validate the scale. Finally, 19 items were extracted successfully under the designed five dimensions, with a total explained variance of 64.03% and an overall reliability of 0.91. Results of the demographic comparisons showed that boys had a greater disposition than girls in decomposition thinking when solving problems using computer programming. In addition, programming learning experience, especially self-directed learning and after-school learning, had significant positive effects on all dimensions of CTS. Several future studies are suggested using this tool.

After-school nutrition education programme improves eating behaviour in economically disadvantaged adolescents

2020 ◽  
pp. 1-7
Author(s):  
Pei-Yi Shen ◽  
Yuan-Ting C Lo ◽  
Zizwani Brian Chilinda ◽  
Yi-Chen Huang
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Economically Disadvantaged ◽  
Junior High ◽  
Eating Behaviour ◽  
Nutrition Knowledge ◽  
Junior High School Students ◽  
After School ◽  
School Students ◽  
Disadvantaged Families

Abstract Objective: To investigate whether an after-school nutrition education (ASNE) programme can improve the nutrition knowledge and healthy eating behaviour of adolescents from economically disadvantaged families. Design: One-group pretest and posttest design. Nutrition knowledge and dietary intake were collected using a questionnaire, and anthropometric measurements were measured before and after the intervention. Nine components of healthy eating behaviour were assessed with reference to the Dietary Guideline of Taiwan. Pretest and posttest differences were analysed using generalised estimating equations. Setting: Three after-school programmes in central and southern Taiwan. The ASNE programme comprised three monthly 1-h sessions (20–30-min lecture and 30–40-min interaction). Participants: A total of 153 adolescents aged 10–15 years from economically disadvantaged families (seventy-eight elementary students and seventy-five junior high school students). Results: Elementary and junior high school students’ nutrition knowledge scores (range 0–6) increased by 0·28 (+ 5·7 %, P = 0·02) and 0·30 points (+ 6·18 %, P = 0·02), respectively, but their fruit intake decreased by 0·36 serving/d (–22·9 %, P = 0·02) and 0·29 serving/d (–18·9 %, P = 0·03), respectively. Junior high school students’ mean snacking frequency and fried food intake dropped to 0·75 d/week (–21·3 %, P = 0·008) and 0·10 serving/d (–28·8 %, P = 0·01), respectively. Conclusions: Short-term ASNE programmes can increase nutrition knowledge and reduce snacking frequency and fried food intake despite a decrease in fruit intake among adolescents from economically disadvantaged families.

Producing Curved Surfaces in the Octahedron: Enrichment for Junior High School Students

1986 ◽  
Vol 34 (3) ◽  
pp. 30-33
Author(s):  
Victoria Pohl
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Learning Experience ◽  
Junior High School Students ◽  
Curved Surfaces ◽  
Geometric Constructions ◽  
School Students ◽  
Geometric Concepts

String art on an octahedron provides a viable way to teach and illustrate geometric concepts to junior high school students. This learning experience also furnihes an opportunity to correlate mathematics and art. Furthermore, artistic geometric constructions often stimulate junior high school students, particularly those who do not fare well in other areas of mathematics. After completing the following construction, students and teache rs should agree that learning can be fun.

The Development and Validation of the Robotics Learning Self-Efficacy Scale (RLSES)

2021 ◽  
pp. 073563312199259
Author(s):  
Meng-Jung Tsai ◽  
Ching-Yeh Wang ◽  
An-Hsuan Wu ◽  
Chun-Ying Hsiao
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Learning Experience ◽  
Assessment Tools ◽  
School Students ◽  
Five Dimensions ◽  
Analysis Application ◽  
Explained Variance ◽  
Development And Validation

Robotics education has gradually been emphasized in contemporary school curricula; however, assessment tools for robotics learning are still limited. Based on Bloom’s Taxonomy of educational objectives, this study aimed to develop the Robotics Learning Self-Efficacy Scale (RLSES) with a two-level construct of five dimensions for assessing students’ self-efficacy for learning robotics. A total of 181 elementary, junior high and senior high school students (5th–12th graders) with robotics learning experience were selected as the sample of this study. A questionnaire including 32 candidate items designed for the initial version of the RLSES was administered to the sample. An exploratory factor analysis was conducted and, finally, 16 items were drawn for the final RLSES under five subscales ( Comprehension, Practice, Analysis, Application, and Collaboration), with a total explained variance of 85.28%. The Cronbach’s alpha reliability was .97 for the overall scale, ranging from .87 to .95 for the subscales. The inter-correlation analysis showed evidence of discriminant validity. Regression analysis results supported that Practice and Comprehension self-efficacy were significant predictors of Analysis, Application, and Collaboration self-efficacy, confirming the two-level (2 × 3) construct of the RLSES. Significant differences among school levels were found and are discussed.

scholarly journals PENGARUH METODE SOSIALISASI ORANGTUA DAN KONTROL DIRI TERHADAP KARAKTER SOPAN SANTUN REMAJA

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Farhatil Wardah ◽  
Dwi Hastuti ◽  
Diah Krisnatuti
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Sampling Method ◽  
Transition Period ◽  
Social Role ◽  
Self Control ◽  
Developmental Tasks ◽  
School Students ◽  
Cross Sectional ◽  
Positive Effects

Adolescent is a transition period with developmental tasks of gaining a social role and emotional freedom from parents, but adolescent still cannot control themselves well. This study examines gender differences between boys and girls in parents socialization method, self control and their influence on manners character of adolescence. This study used a cross-sectional research design. A diverse sample of junior high school students (n=187; 87 boys and 100 girls) were selected considering proportionate random sampling method to answer survey using questionnaires. The collected data was analyzed by SPSS 16.0. Findings of this study suggest that parents socialization method (ρ = 0.323) and self control (ρ=0.401) have positive effects on manners character of adolescence.

scholarly journals Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self-Directed Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 1025-1045
Author(s):  
Arinchaya Threekunprapa ◽  
Pratchayapong Yasrİ
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Computational Thinking ◽  
Cost Effective ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Science Concepts ◽  
The Cost

Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.

Assessing Young Students’ Design Thinking Disposition and Its Relationship With Computer Programming Self-Efficacy

2020 ◽  
pp. 073563312096732
Author(s):  
Meng-Jung Tsai ◽  
Ching-Yeh Wang
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Computer Literacy ◽  
Design Thinking ◽  
Computer Programming ◽  
School Students ◽  
Four Dimensions ◽  
Young Students ◽  
Thinking Disposition

To explore the role of design thinking in contemporary computer literacy education, this study aimed to examine the relationship between young students’ design thinking disposition and their computer programming self-efficacy. To assess students’ design thinking disposition, this study developed the Design Thinking Disposition Scale (DTDS) with a sample of 350 junior high school students who had computer programming experience in a STEAM course. A principle axis factor analysis with the promax rotation method was used to verify the DTDS’s construct under the four dimensions: empathize, define, ideate and prototype. The Cronbach’s alpha reliability was .90 for the overall scale. Correlation analyses results showed that all the four dimensions were significantly correlated with computer programming self-efficacy assessed by CPSES. A significant regression model was found in which the three factors, ideate, prototype and define, significantly predicted the overall computer programming self-efficacy. Meanwhile, except for the ideate subscale, no gender difference was found in the young students’ design thinking dispositions. The students’ self-directed programming learning experience was shown to benefit their design thinking disposition. The DTDS can be applied to design-thinking-embedded computer literacy curricula such as makers, STEAM, or robotics education. Several further studies are also suggested.

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