Exploring the Connections Among Computational Thinking, Problem-Solving Skills, and Attitudes in a Programming Activity

• In Event: Computer Science Education and Computational Thinking

Abstract

Computational thinking (CT) has been introduced in schools worldwide as is believed to help learners develop problem-solving (PS) skills crucial for the 21st century. This study explores the connections between CT skills, CT dispositions, PS skills, and perceived PS among 93 pre-service teachers through an online programming activity. The objectives are to determine baseline levels, examine relationships, assess the activity's impact, and explore difficulty perceptions' moderation effects. Results indicate a significant correlation between CT and PS skills. The activity notably increased CT dispositions and decreased perceived PS but did not change CT and PS skills. Perceptions of difficulty moderated the relationship between pre- and post-perceived PS.

Authors

• Hao-Yue Jin, University of Alberta

• Maria Cutumisu, McGill University