Adapting Computational Thinking Scale (CTS) for Chinese High School Students and Their Thinking Scale Skills Level

Abstract

The purpose of this study is to adapt the computational thinking scale to Chinese. The study group consists of 1015 students. The study was performed in the descriptive scanning model. The final version of the scale was corrected in line with the opinions of the language experts who received the items translated from Turkish to Chinese. Exploratory and confirmatory factor analyses were calculated to determine the validity of the scale. Later, the distinctiveness forces were calculated. To determine the reliability of the scale internal consistency and stability levels were calculated. It has been concluded that the computational thinking scale is a valid and reliable tool in Chinese culture that can be used to determine high school students' computational thinking skills. In addition, it was concluded that the students' computational thinking skills were quite high. In terms of factors, the students' highest level skills are “Creativity” and the lowest ones are “Problem Solving” and “Algorithmic Thinking”. In terms of total scores and factors, computational thinking skills of male students are higher than female students. But problem solving skills are similar. It was concluded that k10 students' computational thinking skills were higher than k11 students in terms of “Problem Solving”, “Critical Thinking” and total scores. Based on the results obtained from this research and the literature, it is recommended that students frequently take part in activities that aim to improve their Problem Solving and Algorithmic Thinking skills, especially within the context of different courses.