Computational Thinking in STEM Education among Matriculation Science Students

Q4 Social Sciences
Kai En Law, Mageswary Karpudewan, Rozniza Zaharudin
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引用次数: 4

Abstract

In the advent of the rapid technological advancement of The Fourth Industrial Revolution (4IR), computational thinking is recognised as an essential skill in the 21st century across all disciplines, especially in STEM, as it trains students to have the cognitive flexibility to deal with complex problem-solving. Computational thinking (CT) is naturally embedded in STEM practices in the reflection of creativity, algorithmic thinking, critical thinking, problem solving and cooperation skills. This study aimed to measure the level of computational thinking in science matriculation students and examine the effect of gender and academic achievement in STEM on CT. The convenient sampling strategy was used to identify one matriculation college in the northern region of Malaysia to participate in the study. (CTS) instrument was employed on 153 science students. Descriptive analysis was used to evaluate the level of CT. One-way multivariate analysis of variance (MANOVA) was performed to analyse the main effect of academic achievement in STEM on CT, followed by univariate analysis of variance (ANOVA) to determine the effect on each of the dimensions of CT. The result indicates that students have a medium high level of CT with an overall mean of 3.51. In addition, the findings showed that there was a statistically significant effect of academic achievement in STEM on CT. The mean score for academic achievement revealed that good students scored the highest, followed by average students and weak students in all dimensions of CT except for cooperation. This study will provide insight into the impact of STEM learning outcomes on the development of CT to inform instructional design.
计算思维在理科生STEM教育中的应用
随着第四次工业革命(4IR)的快速技术进步,计算思维被认为是21世纪所有学科的基本技能,尤其是在STEM领域,因为它训练学生具有处理复杂问题的认知灵活性。计算思维(CT)自然地嵌入在STEM实践中,反映了创造力、算法思维、批判性思维、解决问题和合作技能。本研究旨在测量理科生的计算思维水平,并考察性别和STEM学业成绩对CT的影响。使用方便的抽样策略来确定马来西亚北部地区的一所预科学院参与研究。(CTS)仪器对153名理科生进行了测试。采用描述性分析评价CT水平。采用单因素方差分析(MANOVA)分析STEM学业成绩对CT的主要影响,然后采用单因素方差分析(ANOVA)确定对CT各维度的影响。结果表明,学生的CT水平为中高水平,总体平均值为3.51。此外,研究结果显示,STEM学业成绩对CT的影响具有统计学意义。学业成绩平均分显示,除合作外,优秀学生在CT各维度的得分最高,其次是一般学生和差生。本研究将深入了解STEM学习成果对CT发展的影响,为教学设计提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
0.80
自引率
0.00%
发文量
27
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