Contextualising Computational Thinking Disposition Framework From an Affective Perspective

Abstract

Recent studies have revealed that the existing measurement methods related to computational thinking (CT) pivot on gauging thinking skills, recommending an extended understanding of CT as disposition. Disposition reflects inclination towards learning CT and indicates the interest to think intelligently about issues confronting them. Hence, the aim of this chapter is to assess students' affection towards learning CT as problem solving tool that can transform knowledge more productively. In the context of the affective domain, attitudes and beliefs can be regarded of as generic responses to something, the core quality of an emotion, feeling, mood, or temperament, and hence as affective mental activities. The framework of the CT disposition proposed in this chapter was developed based on tripartite classification of mental activities known as of trilogy of mind: cognitive, affective, and conative. The basic tenet of this chapter is aligned with the theoretical underpinnings of thinking dispositions which is expected to suit different contexts and needs.