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A study of primary school students' interest, collaboration attitude, and programming empowerment in computational thinking education
ARTICLE

, Centre for Learning, Teaching and Technology, Hong Kong ; , Department of Special Education & Counselling, Hong Kong ; , Centre for Learning, Teaching and Technology, Hong Kong

Computers & Education Volume 127, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Building on Seymour Papert's view of empowering students by mastering programming, this study conceptualized programming empowerment as consisting of four components: meaningfulness, impact, creative self-efficacy, and programming self-efficacy. A sample of 287 primary school students in grades four to six completed a corresponding survey. Confirmatory factor analysis validated the proposed components of the programming empowerment instrument. A structural equation model indicated that students with greater interest in programming perceived it as more meaningful, had greater impact, had greater creative self-efficacy, and had greater programming self-efficacy. Also, students with attitudes toward collaboration that were more positive than others had greater creative self-efficacy. Boys showed more interest in programming than girls did. Students in higher grade levels than others viewed programming as less meaningful and had lower programming self-efficacy. These results support future studies that evaluate the impacts of interest-driven computational thinking and programming curricula with ample collaboration opportunities.

Citation

Kong, S.C., Chiu, M.M. & Lai, M. (2018). A study of primary school students' interest, collaboration attitude, and programming empowerment in computational thinking education. Computers & Education, 127(1), 178-189. Elsevier Ltd. Retrieved June 4, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.08.026

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