Latent Profile Analysis of Computational Thinking Skills: Associations with Creative STEM Project Production

Abstract

This study examines the performances of gifted and talented high schoolers in transforming computational thinking skills and mathematical knowledge into creative STEM project production. A mixed-methods sequential explanatory research design involving 112 participants was employed. In the first quantitative phase, the Computational Thinking Skills Scale was administered to assess problem-solving, creative thinking, algorithmic thinking, cooperative learning, and critical thinking skills. Latent profile analysis yielded three CTS profiles: high (29%), moderate (51%), and basic (20%). The qualitative phase used a case study to examine, latent profile participants’ project production experiences of computational thinking in problem-solving, cooperative learning, critical thinking, creative thinking, and algorithmic thinking, as well as the domain, outcomes, and dissemination of projects over 23 weekly sessions. The results indicated that while three latent profiles demonstrated comparable performances in problem-solving and cooperative learning, differences in creativity of project products and dissemination were associated with variations in algorithmic, critical, and creative thinking skills. Algorithmic and logical designs, mathematical models, prototypes, and patent applications produced by gifted high school students reflected the transformation of computational thinking skills into creative project productivity.