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

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  • Author(s): Tsai, Meng-Jung (ORCID Tsai, Meng-Jung (ORCID 0000-0002-8994-861X); Wang, Ching-Yeh
  • Language:
    English
  • Source:
    Journal of Educational Computing Research. Jun 2021 59(3):410-428.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      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
    • Subject Terms:
      Taiwan
    • Accession Number:
      10.1177/0735633120967326
    • ISSN:
      0735-6331
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1294493