scholarly journals Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students

2020 ◽  
Vol 4 (2) ◽  
pp. 24-35
Author(s):  
Mustafa Serkan Günbatar
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Information Technologies ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skills ◽  
School Students ◽  
High Level

The purpose of this research is to examine Computer Programming Attitude (CPA), Computer Programming Self-Efficacy (CPSE) and Computational Thinking (CT) skills of middle school students who took the Information Technologies & Software (IT&S) courses and those who did not, and make various analyses according to the relationships between these variables. As a result of the analysis, it was found that CPA and CPSE variables are significant predictors for CT skills, both students who took IT&S course and those who did not take have moderate CPSE, but students who took IT&S course have a statistically significantly higher CPSE. In addition, it was observed that both those who took IT&S course and those who did not have moderate CPA and did not differ statistically, and students who took IT&S course had a high level of CT, while those who did not take the course were moderate and statistically different. It was also found that students who took IT&S courses made cumulative progress in terms of CPSE, CPA and CT variables compared to those who did not. The obtained results are discussed within the framework of middle school IT & S course curriculum held in Turkey in 2018.

Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students

2020 ◽  
pp. 54-75
Author(s):  
Hatice Yildiz Durak ◽  
Mustafa Saritepeci ◽  
Ahmet Topçu ◽  
Aykut Durak
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Academic Variables ◽  
School Students ◽  
Programming Education ◽  
Predictive Variables ◽  
Programming Tool ◽  
Math Class

This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.

“It Must Include Rules”

2021 ◽  
Vol 28 (2) ◽  
pp. 1-41
Author(s):  
Eliane S. Wiese ◽  
Marcia C. Linn
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Computational Thinking ◽  
Computer Models ◽  
School Science ◽  
Scientific Models ◽  
Science Content ◽  
School Students ◽  
Science Courses ◽  
High Level

When middle school students encounter computer models of science phenomenon in science class, how do they think those computer models work? Computer models operationalize real-world behaviors of selected variables, and can simulate interactions between the modeled elements through programmed instructions. This study explores how middle school students think about the high-level semantic meaning of those instructions, which we term rules . To investigate this aspect of students’ computational thinking, we developed the Computational Modeling Inventory and administered it to 253 7 th grade students. The Inventory included three computer models that students interacted with during the assessment. In our sample, 99% of students identified at least one key rule underlying a model, but only 14% identified all key rules; 65% believed that model rules can contradict; and 98% could not distinguish between emergent patterns and behaviors that directly resulted from model rules. Despite these misconceptions, compared to the “typical” questions about the science content alone, questions about model rules elicited deeper science thinking, with 2--10 times more responses including reasoning about scientific mechanisms. These results suggest that incorporating computational thinking instruction into middle school science courses might yield deeper learning and more precise assessments around scientific models.

scholarly journals Effects of Robotics Instructional Methods on Computational Thinking Skills of Middle School Students

2021 ◽  
Author(s):  
Andrew Patrick Cook
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Instructional Methods ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Peer Collaboration ◽  
School Students ◽  
Problem Solving Strategies ◽  
K 12

As a tangible and motivating medium for students to engage in computational thinking, robotics has drawn interest from educators and researchers as K-12 schools continue to integrate STEM into curriculum. Through this mixed methods study, the researcher sought to explore the effects of robotics instructional methods (task-based and project-based) on the computational thinking skills of middle school students, including the problem-solving strategies used and the role of peer collaboration. The quantitative results of this study indicated no significant difference in the computational thinking skills of students participating in task-based or project-based robotics instruction. Interviews consisted of open-ended questions in which problem-solving and collaboration in robotics were explored from the perspectives of the participants. In both groups, problem-solving strategies encompassed all aspects of computational thinking as students took an iterative approach to problem-solving in both tasks and projects. Peer collaboration was naturally occurring and frequent among both groups. In task-based robotics instruction, peer collaboration and problem-solving strategies were primarily focused on the programming of the robot. In project-based robotics, peer collaboration and problem-solving strategies were applied throughout the entire design process, including the building and the programming of the robot. Through this study, the researcher hoped to provide a roadmap for the implementation of robotics in schools for K-8 students. As schools are increasingly seeking ways to integrate robotics into school curriculum, further research in this area on a larger scale is recommended.

Developing the Computer Programming Self-Efficacy Scale for Computer Literacy Education

2018 ◽  
Vol 56 (8) ◽  
pp. 1345-1360 ◽  
Author(s):  
Meng-Jung Tsai ◽  
Ching-Yeh Wang ◽  
Po-Fen Hsu
Keyword(s):  
Middle School ◽  
Self Efficacy ◽  
Computer Literacy ◽  
Computer Programming ◽  
Computational Thinking ◽  
Literacy Education ◽  
Evaluation Tool ◽  
School Students ◽  
Integrated Stem ◽  
Recent Computer

Computer programming has been gradually emphasized in recent computer literacy education and regarded as a requirement for all middle school students in some countries. To understand young students’ perceptions about their own learning in computer programming, this study aimed to develop an instrument, Computer Programming Self-Efficacy Scale (CPSES), for all students above middle school levels. Based on Berland and Lee’s computational thinking framework, this study developed the CPSES items at a literacy level and finally the instrument included the five subscales: Logical Thinking, Algorithm, Debug, Control, and Cooperation. An exploratory factor analysis and reliability tests were conducted in this study. The reliability alpha was .96 for the overall scale, and ranged from .84 to .96 for the subscales. This study also confirmed the positive correlation between computer programming experience and computer programming self-efficacy. In addition, for low- and middle-experienced learners, significant gender differences were found in two subscales: Algorithm and Debug. The CPSES can be applied as an evaluation tool in computer education, robotics education, as well as integrated STEM or STEAM education in which computer programming was regarded as a part of computer literacy.

scholarly journals Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students

2018 ◽  
Vol 11 (4) ◽  
pp. 15 ◽  
Author(s):  
Min Lun Wu
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Situated Learning ◽  
Game Design ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Game ◽  
School Students ◽  
Design Activities ◽  
Meaningful Relationships

This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students’ use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers’ individual advancement in developing a designer language, mindset, and use of computational thinking skills. Three strands of findings were extrapolated from analyzing observational data, participant-generated written responses and artifacts: Understanding games as systems and how components work together in meaningful relationships in game design; Developing growing sophistication in communicating with other novice game designers using language germane to game design; Improving understanding and application of computational thinking skills through game design activities. Extended discussions on three focal cases revealed that using design pedagogy, participants operationalized computational thinking skills in design tasks. Promises and pitfalls of using game design to facilitate computational thinking skills are discussed.

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