STEM learning attitude predicts computational thinking skills among primary school students. (23rd September 2020)

• Record Type: Journal Article
• Authors: Sun, Lihui; Hu, Linlin; Yang, Weipeng; Zhou, Danhua; Wang, Xiaoqian
• Is Part Of: Journal of computer assisted learning. Volume 37:Number 2(2021)
• Page Start: 346
• Page End: 358
• Publication Date: 2020-09-23
• Subjects: computational thinking -- learning attitude -- primary school students -- scale validation -- STEM; Computer-assisted instruction -- Periodicals; 371.334
• DOI: 10.1111/jcal.12493
• Languages: English
• ISSNs: 0266-4909

Abstract

Abstract: Computational thinking (CT) plays a vital role in the fields of science, technology, engineering and mathematics (STEM). However, whether students' learning attitude towards STEM is related to their CT skills remains unknown. Two studies were conducted to address this knowledge gap. In Study 1, we validated a newly developed STEM learning attitude scale among a sample of Chinese primary school students ( N = 489). Exploratory and confirmatory factor analysis results revealed that the scale which consisted of three factors (mathematics, science and information technology) could sufficiently measure primary school students' STEM learning attitude in the current sample. In Study 2, we explored the association between students' STEM learning attitude and their CT skills. Evidence revealed that learning attitude towards STEM significantly predicted CT skills. We also found that girls had a more positive learning attitude towards STEM than boys, and the fourth grade might be the key period for the development of CT skills. Implications for promoting primary school students' STEM learning and CT skills were also discussed. Lay Description: What is currently known about this topic: Computational thinking (CT) plays a more and more important role in K‐12 education. STEM has become a natural field for integrating CT into classroom. Students' learning attitude determines their performance and achievements. CT is influenced by personal and situational factors. What this paper adds: Reliability and validity of the STEM learning attitude scale are psychometrically good. Students' STEM learning attitude can positively predict their CT skills. Girls may have more potential for the cultivation of CT in STEM education. The fourth grade may be the key period for the development of CT skills. Implications for practice and/or policy: Promoting CT skills in STEM education by improving students' learning attitude. Adopting teaching methods according to students' psychological and cognitive characteristics. Grasping the key stage of fourth grade to develop students' CT skills. Encouraging and protecting girls' interests and ideas in STEM education.