Assessing Young Students' Design Thinking Disposition and Its Relationship with Computer Programming Self-Efficacy

Autor/inn/en	Tsai, Meng-Jung; Wang, Ching-Yeh
Titel	Assessing Young Students' Design Thinking Disposition and Its Relationship with Computer Programming Self-Efficacy
Quelle	In: Journal of Educational Computing Research, 59 (2021) 3, S.410-428 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Meng-Jung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120967326
Schlagwörter	Design; Thinking Skills; Computer Science Education; Computer Literacy; Programming; Self Efficacy; Correlation; Junior High School Students; Adolescents; Suburban Schools; Test Construction; Measures (Individuals); Gender Differences; Prior Learning; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Denkfähigkeit; Computer science lessons; Informatikunterricht; Computerkenntnisse; Programmierung; Self-efficacy; Selbstwirksamkeit; Korrelation; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Testaufbau; Messdaten; Geschlechterkonflikt; Vorkenntnisse; Ausland
Abstract	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 0.90 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01