The Impact of stem Courses on Students’ Computational Thinking: Mediation based on problem solving ability and stem attitude

Computational thinking is advocated as a skill that everyone should possess, and stem content and background can be conducive to the learning of computational thinking. This study constructed a theoretical model of the impact of stem courses on students’ computational thinking, and measured the mediating effects of problem solving skills and stem attitudes on stem courses and students’ computational thinking. The study included a questionnaire of 1870 secondary school students and a descriptive, correlational and mediating analysis. The results show that stem courses can predict students’ computational thinking through students’ problem solving ability and students’ attitude towards stem. The results of this study have a positive reference value for discussing the factors affecting students’ computational thinking, implementing stem course education, improving students’ problem-solving ability and enhancing students’ attitude towards stem.