Computational Thinking in Physics CT in Science Attitude Scale

Abstract

If physics teachers are going to use computational thinking (CT) in their classrooms, research is needed surrounding students' CT knowledge, attitudes, and beliefs. The Computational Thinking in Science Attitude Scale (CTSAS) was designed to assess changes in students' CT knowledge, attitudes, and beliefs when using computer programming in a physics course to model phenomena. Here the author presents preliminary results about the CTSAS instrument and ways to improve assessing CT constructs in students. The CTSAS was piloted in the physics classroom before and after students completed coding activities in physics modeling phenomena. The use of other existing instruments meant to assess the knowledge, attitudes, and beliefs of students using computer programming in computer science courses will also be discussed.

Full text

Computational Thinking in Physics CT in Science Attitude Scale
Acknowledgments
CTSAS was developed and piloted as part of doctoral work at the University of
Houston in the College of Education’s Department of Curriculum and Instruction.
Item development and testing would not have been possible without the help of
UH CUIN faculty Dr. Sissy Wong, Dr. Jie Zhang, Ohio State University physics
faculty Dr. Chris Orban, and my computer science education colleague Alice
Fisher at Bellaire HS in Houston ISD, Houston, TX.
References
Assessing Computational Thinking
Attitudes in the Physics Classroom
James Newland Bellaire High School, Bellaire, TX, University of Houston, Houston, TX
Item Analysis
1Papert, S., & Harel, I. (1991). Constructionism. Ablex Pub. Corp.
2 Wing, J. M. (2017). https://doi.org/10.17471/2499-4324/922
3Cromer, A. (1981). https://doi.org/10.1119/1.12478
4Orban, C., et al. (2018). https://doi.org/10.1119/1.5058449
5Taber, K. S. (2018). https://doi.org/10.1007/s11165-016-9602-2
More resources and data available at https://jimmynewland.com/
•Papert: CT requires learners to create
knowledge through constructing computing
artifacts in a social context1
•Wing: CT is stating a problem so a computer
can solve it.2
Bellaire
High School
____________________________
Physics and Astronomy
•Coding artifacts can be constructed using
Euler-Cromer Modeling3
•CT modeling uses only some CS knowledge
•CS scaffolding can reduce cognitive load for
physics students4
Cognitive Load Scaffolding
Subgoal
Labeling
Minimally
Working
Programs
Worked
Examples
• All students should learn computational thinking
skills regardless of future career pathways.
• All students should use computational thinking to
help learn science concepts and skills.
• Using code to model concepts improves my
understanding of science ideas.
• Using a computer to analyze data should be a
part of all science classes.
•Code-based science lab activities improve my
science skills.
• Computational thinking activities help me learn
science.
• I find coding-based science lab activities
enjoyable.
• There is more to using computational thinking in
science class than writing code.
•First iteration of CTSAS aimed to measure
CT knowledge, self-efficacy, and CT equity
•Expectancy-Value Theory suggests self-
efficacy and outcome expectancy a better fit
Validation Study Results
•Pilot study had 59 participants
•Principal component analysis: 2 constructs
•Cronbach’s 𝜶 = 𝟎. 𝟕𝟗𝟓 (Acceptable5)