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Author: search.filters.author.Pimdee, PaitoonSubject: search.filters.subject.Computational thinking

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    Assessing creative problem-solving competencies in primary school educators: A confirmatory factor analysis approach
    (2025-01-01)
    Charoentham, Mai
    ;
    Kantathanawat, Thiyaporn
    ;
    Pimdee, Paitoon
    ;
    Teerasoonthontai, Krittameth
    This study aimed to examine and analyze the second-order confirmatory factor structure of creative problem-solving for primary school teachers. The sample consisted of 150 teachers and educational supervisors from the Office of the Basic Education Commission, selected through multi-stage random sampling. The data collection tool was a creative problem-solving questionnaire evaluated for item-objective congruence (IOC) values between 0.60 and 1.00, with discriminant power ranging from 0.68 to 0.88 and reliability coefficients between 0.77 and 0.92. Data were analyzed using means, standard deviations, and second-order confirmatory factor analysis (CFA). The results revealed that teachers and educational supervisors had a high level of agreement on creative problem-solving in general and for each component. The second-order CFA creative problem-solving model demonstrated a good fit with the empirical data and consisted of five components and 15 indicators. The components, ranked by weight from highest to lowest, were Truth Discovery (TD), reflecting the emphasis teachers place on understanding the nature and context of problems. This was followed by Knowledge Creation (KC), which highlights the importance of applying knowledge to real-world challenges, and Problem Identification (PI). Idea Generation (IG) and Solution Discovery (SD) received slightly lower scores, though still within the high range. This suggests that while teachers value these components, they may require further development in fostering innovation and evaluating solutions critically.
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    An Integrated Design-Based Learning Management Model to Promote Thai Undergraduate Computational Thinking Skills and Programming Proficiency
    (2022-01-01)
    Prommun, Phattharapol
    ;
    Kantathanawat, Thiyaporn
    ;
    Pimdee, Paitoon
    ;
    Sukkamart, Thanate
    The study applied concepts of computational thinking, waterfall programming, and design-based learning management (DBLM) combined with a participatory action research (PAR) methodology to obtain an integrated learning management model (LMM) designed as a base to promote computational thinking skills (CTS) and programming proficiency. The study used three groups consisting of 21 volunteer computer education undergraduate students, three teachers, and three computer studies graduates from the Computer Studies Department of the Faculty of Education at Dhonburi Rajabhat University in Thailand. To verify the model, nine educational experts conducted an assessment of the proposed model, and determined that the evaluation standards were overall at a high level (x= 4.23, SD = 0.44), with the experts feeling that the integration of the DBLM computational thinking framework, the Waterfall programming conceptual framework, and the PAR meeting the study's stated objectives at the highest level (x= 4.56, SD = 0.53). The proposed model is best undertaken in five week sessions of five hours each using five exercises per week. Activity effectiveness is best measured by taking notes, worksheets, and practicing the learned skills. In conducting this research, there may be obstacles from learners who may withdraw during research due to personal activities or becoming discouraged in learning activities based on a five-week schedule, preventing them from participating every time.