Using Structural Equation Modeling to Examine the Relationship between Preservice Teachers' Computational Thinking Attitudes and Skills

Autor/inn/en	Cutumisu, Maria; Adams, Catherine; Glanfield, Florence; Yuen, Connie; Lu, Chang
Titel	Using Structural Equation Modeling to Examine the Relationship between Preservice Teachers' Computational Thinking Attitudes and Skills
Quelle	In: IEEE Transactions on Education, 65 (2022) 2, S.177-183 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutumisu, Maria) ORCID (Lu, Chang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2021.3105938
Schlagwörter	Structural Equation Models; Preservice Teachers; Thinking Skills; Computation; Student Attitudes; Attitude Measures; Problem Solving; Coding; Technology; Data; Predictor Variables; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Denkfähigkeit; Schülerverhalten; Problemlösen; Codierung; Programmierung; Technologie; Daten; Prädiktor; Testreliabilität; Testvalidität
Abstract	The growing interest of educational researchers in computational thinking (CT) has led to an expanding literature on assessments of CT skills and attitudes. However, few studies have examined whether CT attitudes influence CT skills. The present study examines the relationship between CT attitudes and CT skills for preservice teachers (PSTs). The Callysto CT test (CCTt) for Teachers was administered to n = 105 PSTs to measure their CT attitudes and skills. Structural equation modeling was used to examine the relationship of participants' CT and problem-solving skills with their attitudes toward CT, technology, coding, and data. Findings revealed that CT attitudes predicted CT skills and provided the first step in exploring the validity and reliability of the CCTt instrument. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01