Abstract
The purpose of this study was to explore the teaching–learning process of informatics education in South Korea, where an informatics education initiative was recently announced for K-12 education. Based on this initiative, this study aimed to investigate the effect of academic self-efficacy, teacher support, and a deep approach to learning computational thinking. The participants were 84 freshman students at a lower secondary school enrolled in a regular informatics class during Spring 2018. Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the data. The key findings were as follows: first, academic self-efficacy and teacher support had a significant influence on a deep approach to learning. Second, academic self-efficacy and a deep approach to learning had a significant influence on computational thinking. This study suggests implications for enhancing computational thinking skills in informatics in secondary education.
Original language | English |
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Pages (from-to) | 2869-2893 |
Number of pages | 25 |
Journal | Educational Technology Research and Development |
Volume | 69 |
Issue number | 5 |
DOIs | |
State | Published - Oct 2021 |
Bibliographical note
Publisher Copyright:© 2021, Association for Educational Communications and Technology.
Keywords
- 3P model
- Academic self-efficacy
- Computational thinking
- Deep approach to learning
- Informatics education
- Teacher support