The Assessment of Taiwanese College Students’ Conceptions of and Approaches to Learning Computer Science and Their Relationships

Jyh Chong Liang*, Yi Ching Su, Chin-Chung Tsai

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

11 引文 斯高帕斯(Scopus)

摘要

The aim of this study was to explore Taiwanese college students’ conceptions of and approaches to learning computer science and then explore the relationships between the two. Two surveys, Conceptions of Learning Computer Science (COLCS) and Approaches to Learning Computer Science (ALCS), were administered to 421 college students majoring in computer science-related departments in Taiwan. The COLCS survey included the following seven factors, in a hierarchical order: learning computer science as “Memorizing,” “Testing,” “Calculating and practicing,” “Programming,” “Increasing one’s knowledge,” “Application and understanding,” and “Seeing in a new way.” Particularly, differing from previous learning conception studies, one newly developed factor, “Programming,” was added to COLCS to incorporate this unique feature for computer science students. The ALCS survey consisted of four factors: “Surface motive,” “Surface strategy,” “Deep motive,” and “Deep strategy.” The results showed that these two surveys were deemed to be sufficiently reliable for assessing students’ conceptions of and approaches to learning computer science. It was also found that the “Programming” factor should be considered as a higher-level learning conception, similar to the other higher-level conceptions in COLCS such as “Increase one’s knowledge,” “Application and understanding,” and “Seeing in a new way.” Furthermore, the “Application” and “Understanding” factors were merged into a single factor, “Application and understanding,” in this study. However, it was indicated that both Taiwanese college students’ lower- and higher-level learning conceptions were positively correlated to their surface motivations to learn computer science.

原文英語
頁(從 - 到)557-567
頁數11
期刊Asia-Pacific Education Researcher
24
發行號4
DOIs
出版狀態已發佈 - 2015 十二月 1

ASJC Scopus subject areas

  • 教育

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