Abstract:The use of emerging technologies shape learners' knowledge creation and transformation processes. In this regard, this study aimed to develop a scale to investigate 8 th graders' competencies regarding the educational technology standards based on ISTE-NETS. After a review of relevant literature, an item pool was prepared. The pool was improved through expert opinions and pilot implementations. The items were administered to 620 Turkish students from six different cities for the exploratory factor analysis (EF… Show more
“…This self-reported CTS can be easily used for surveys with large samples to quickly gain the profiles of the computational thinking competencies for all students at all school levels. Finally, relationships between students' computational thinking competencies and traditional computer literacy competencies (Misirli & Akbulut, 2013), such as online information searching and evaluation competencies (Tsai, 2009a) and online discussion competencies (Tsai, et al, 2015), can be further examined using the CTS instrument developed in this study. All the above research results may provide valuable information and suggestions for educational policy makers.…”
Computational thinking has received tremendous attention from computer science educators and educational researchers in the last decade. However, most prior literature defines computational thinking as thinking outcomes rather than thinking processes. Based on Selby and Woodland’s framework, this study developed and validated the Computational Thinking Scale (CTS) to assess all students’ thought processes of computational thinking for both general and specific problem-solving contexts in five dimensions: abstraction, decomposition, algorithmic thinking, evaluation and generalization. A survey including 25 candidate items for CTS as well as demographic variables was administered to 388 junior high school students in Taiwan. An explorative factor analysis using the principal axis method with the oblimin rotation was used to validate the scale. Finally, 19 items were extracted successfully under the designed five dimensions, with a total explained variance of 64.03% and an overall reliability of 0.91. Results of the demographic comparisons showed that boys had a greater disposition than girls in decomposition thinking when solving problems using computer programming. In addition, programming learning experience, especially self-directed learning and after-school learning, had significant positive effects on all dimensions of CTS. Several future studies are suggested using this tool.
“…This self-reported CTS can be easily used for surveys with large samples to quickly gain the profiles of the computational thinking competencies for all students at all school levels. Finally, relationships between students' computational thinking competencies and traditional computer literacy competencies (Misirli & Akbulut, 2013), such as online information searching and evaluation competencies (Tsai, 2009a) and online discussion competencies (Tsai, et al, 2015), can be further examined using the CTS instrument developed in this study. All the above research results may provide valuable information and suggestions for educational policy makers.…”
Computational thinking has received tremendous attention from computer science educators and educational researchers in the last decade. However, most prior literature defines computational thinking as thinking outcomes rather than thinking processes. Based on Selby and Woodland’s framework, this study developed and validated the Computational Thinking Scale (CTS) to assess all students’ thought processes of computational thinking for both general and specific problem-solving contexts in five dimensions: abstraction, decomposition, algorithmic thinking, evaluation and generalization. A survey including 25 candidate items for CTS as well as demographic variables was administered to 388 junior high school students in Taiwan. An explorative factor analysis using the principal axis method with the oblimin rotation was used to validate the scale. Finally, 19 items were extracted successfully under the designed five dimensions, with a total explained variance of 64.03% and an overall reliability of 0.91. Results of the demographic comparisons showed that boys had a greater disposition than girls in decomposition thinking when solving problems using computer programming. In addition, programming learning experience, especially self-directed learning and after-school learning, had significant positive effects on all dimensions of CTS. Several future studies are suggested using this tool.
“…After specifying their problems, I supposed that their problems might have been caused because of inadequate digital literacy skills. I decided to measure their digital literacy skills by using a questionnaire developed by Misirli and Akbulut (2013). This questionnaire was created to explore the learners' digital literacy skills.…”
Coronavirus has changed the habits of all over the world deeply. This transformation has profoundly affected the way of the education system. Closing schools and universities carried education to online platforms. My university has also been using a new online education platform. Naturally, my students have been facing some problems during my lessons. I targeted to explore what kinds of problems have been experienced. My second aim of this exploratory research is to measure my students’ digital literacy levels. The findings of my research showed that the learners were mostly facing problems such as internet connection, losing concentration, and social interaction. Furthermore, their digital literacy sub-scales were found as very good and good, but they have a problem with one side of digital literacy.
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“…It is emphasized that the researcher should recruit at least five people per item when carrying out factor analysis (24). In the literature, it has been reported that a sampling size less than 100 is considered as insufficient for developing a scale, 100-200 as medium, 200-300 as good, 300-500 as very good, and 500-1.000 as excellent (25,26). This study was conducted with 3 rd year students taking a pediatric nursing course and 4 th year students carrying out their internship training in the field of pediatric nursing in the spring semester of the 2017-2018 academic year at the Nursing Faculty of a state university.…”
Section: Study Design Sampling and The Populationmentioning
This study was designed to determine the psychometric properties of the scale developed to evaluate the pediatric pain management knowledge (PPMK) and the skills of nursing students. Materials and Methods: This is a methodological study conducted to develop the PPMK scale for nursing students. A 29-item scale was administered to a total of 343 nursing students who were in their 3rd year taking the pediatric nursing course or in their 4th year carrying out their internship training at a state university. The scale items were selected through item-total score correlation analysis, and the sensitivity and specificity of the scale were evaluated using receiver operating characteristic analysis. Results: The students' mean age was 21.92±1.150 years and 76.2% were female. As a result of explanatory factor analysis, the scale consisting of six subscales was found to explain 50.30% of the total variance. The fit indexes of confirmatory factor analysis were calculated to be root mean square error of approximation 0.063, goodness of fit index 0.85, comparative fit index 0.93, incremental fit index 0.93, relative fit index 0.86, normed fit index 0.88, and Tucker-Lewis index 0.92. The Cronbach alpha coefficient of the entire scale was determined to be 0.864. The correlations of the scale items with the scale total score ranged between 0.285 and 0.625. Conclusion: In this study, it was determined that the PPMK scale was a valid and reliable tool for nursing students. It is recommended that after the students' knowledge level is determined using the current measurement tool for PPMK, the nursing curriculum should be revised and enriched, and further studies should be conducted on this topic.
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