A study on the relationship between student' learning engagements and higher-order thinking skills in programming learning

•Higher-order thinking skills are essential competencies for the 21st century.•Programming education improves higher-order thinking skills effectively.•The impact of learning engagement on higher-order thinking skills is multi-dimensional.•Learning engagements are critical factors in developing high...

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Vydáno v:Thinking skills and creativity Ročník 49; s. 101369
Hlavní autoři: Li, Wei, Huang, Ji-Yi, Liu, Cheng-Ye, Tseng, Judy C.R., Wang, Shu-Pan
Médium: Journal Article
Jazyk:angličtina
Vydáno: Elsevier Ltd 01.09.2023
Témata:
Higher-order thinking skills
K-12
Learning engagements
Programming learning
Programming learning
Learning engagements
K-12
Higher-order thinking skills
ISSN:1871-1871
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Abstract •Higher-order thinking skills are essential competencies for the 21st century.•Programming education improves higher-order thinking skills effectively.•The impact of learning engagement on higher-order thinking skills is multi-dimensional.•Learning engagements are critical factors in developing higher-order thinking skills. Learning engagements in programming learning activities are critical to developing students' higher-order thinking skills. This study aimed to investigate the relationship between K-12 students' learning engagement levels (i.e., cognitive engagement, emotional engagement, and behavioral engagement) and higher-order thinking skills (i.e., computational thinking, problem solving, creative thinking, and critical thinking) in programming learning, and the moderating effects of behavioral engagement and emotional engagement on this relationship. A total of 714 K-12 students in China's Zhejiang Province participated in this study and completed an online questionnaire, which included the learning engagement scale and the high-order thinking tendency scale. Cross-sectional survey data were analyzed using Pearson's correlation coefficient and hierarchical multiple regression as a way to examine the relationship between the variables. The results showed that cognitive engagement, emotional engagement, and behavioral engagement were all key factors in developing those students' higher-order thinking for programming learning activities in K-12 students during associated activities. Furthermore, when the students' emotional engagements were elevated, the positive relationships between cognitive engagement, computational thinking, and creative thinking were closer. Inversely, when students' behavioral engagement was high, the positive relationship between cognitive engagement and critical thinking, and the positive relationship between emotional engagement and problem-solving and critical thinking became looser. These results can help deepen educators' understanding of the relationship between learning engagement and higher-order thinking skills to facilitate their search for effective strategies to improve programming instruction. Additionally, it can provide a more precise research direction for the broader development of programming education.
AbstractList •Higher-order thinking skills are essential competencies for the 21st century.•Programming education improves higher-order thinking skills effectively.•The impact of learning engagement on higher-order thinking skills is multi-dimensional.•Learning engagements are critical factors in developing higher-order thinking skills. Learning engagements in programming learning activities are critical to developing students' higher-order thinking skills. This study aimed to investigate the relationship between K-12 students' learning engagement levels (i.e., cognitive engagement, emotional engagement, and behavioral engagement) and higher-order thinking skills (i.e., computational thinking, problem solving, creative thinking, and critical thinking) in programming learning, and the moderating effects of behavioral engagement and emotional engagement on this relationship. A total of 714 K-12 students in China's Zhejiang Province participated in this study and completed an online questionnaire, which included the learning engagement scale and the high-order thinking tendency scale. Cross-sectional survey data were analyzed using Pearson's correlation coefficient and hierarchical multiple regression as a way to examine the relationship between the variables. The results showed that cognitive engagement, emotional engagement, and behavioral engagement were all key factors in developing those students' higher-order thinking for programming learning activities in K-12 students during associated activities. Furthermore, when the students' emotional engagements were elevated, the positive relationships between cognitive engagement, computational thinking, and creative thinking were closer. Inversely, when students' behavioral engagement was high, the positive relationship between cognitive engagement and critical thinking, and the positive relationship between emotional engagement and problem-solving and critical thinking became looser. These results can help deepen educators' understanding of the relationship between learning engagement and higher-order thinking skills to facilitate their search for effective strategies to improve programming instruction. Additionally, it can provide a more precise research direction for the broader development of programming education.
ArticleNumber 101369
Author Li, Wei
Tseng, Judy C.R.
Huang, Ji-Yi
Wang, Shu-Pan
Liu, Cheng-Ye
Author_xml – sequence: 1
  givenname: Wei
  orcidid: 0000-0002-4599-6433
  surname: Li
  fullname: Li, Wei
  organization: STEM Education Research Center, Wenzhou University, Wenzhou, Zhejiang, China
– sequence: 2
  givenname: Ji-Yi
  orcidid: 0000-0002-9223-7974
  surname: Huang
  fullname: Huang, Ji-Yi
  organization: STEM Education Research Center, Wenzhou University, Wenzhou, Zhejiang, China
– sequence: 3
  givenname: Cheng-Ye
  orcidid: 0000-0003-0732-0288
  surname: Liu
  fullname: Liu, Cheng-Ye
  email: cheng_ye_liu@163.com
  organization: STEM Education Research Center, Wenzhou University, Wenzhou, Zhejiang, China
– sequence: 4
  givenname: Judy C.R.
  orcidid: 0000-0002-3579-917X
  surname: Tseng
  fullname: Tseng, Judy C.R.
  organization: Department of Computer Science and Information Engineering, Chung Hua University, Hsinchu 300, Taiwan
– sequence: 5
  givenname: Shu-Pan
  surname: Wang
  fullname: Wang, Shu-Pan
  organization: STEM Education Research Center, Wenzhou University, Wenzhou, Zhejiang, China
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Keywords Programming learning
Learning engagements
K-12
Higher-order thinking skills
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Snippet •Higher-order thinking skills are essential competencies for the 21st century.•Programming education improves higher-order thinking skills effectively.•The...
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SubjectTerms Higher-order thinking skills
K-12
Learning engagements
Programming learning
Title A study on the relationship between student' learning engagements and higher-order thinking skills in programming learning
URI https://dx.doi.org/10.1016/j.tsc.2023.101369
Volume 49
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