Computational Thinking in Elementary and Secondary Teacher Education

Yadav, Aman; Mayfield, Chris; Zhou, Ninger; Hambrusch, Susanne E.; Korb, John T.

doi:10.1145/2576872

Cited by 451 publications

(320 citation statements)

References 19 publications

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“…This is supported by the qualitative analysis results discussed in section 5. We observe the results discussed in [3,23,24] appear to show a much higher level of misconceptions regarding CT in teachers but we note that those analysis were conducted on a different (smaller) sample (pre-service teachers) operating in a different culture (USA or Australia).…”

Section: Technology and Computational Thinkingmentioning

confidence: 69%

“…Training is by far the most chosen one, which we feel is depending on the nature of our sample. This choice has also a rational support in the positive training effects noted in [23,24]. A bit more worrying, in our view, is that slightly more than half of the teachers does not feel the need for methodological guidelines and just one quarter considers learning objectives and teaching content important to improve their preparation.…”

Section: Teachers' Preparationmentioning

confidence: 91%

“…Yadav and colleagues conducted two experiments [23,24] to asses pre-service teachers' "attitudes towards and understanding of computational thinking" and how they changed after attending a CT module in a course of an Education major. Both a pre and a post questionnaire were used in these studies.…”

Section: Related Workmentioning

confidence: 99%

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Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers

Corradini¹,

Lodi

Nardelli

2017

Proceedings of the 2017 ACM Conference on International Computing Education Research

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Many advanced countries are recognizing more and more the importance of teaching computing, in some cases even as early as in primary school. "Computational thinking" is the term often used to denote the conceptual core of computer science or "the way a computer scientist thinks", as Wing put it. Such term -given also the lack of a widely accepted definition -has become a "buzzword" meaning different things to different people. We investigated the Italian primary school teachers' conceptions about computational thinking by analyzing the results of a survey (N=972) conducted in the context of "Programma il Futuro" project. Teachers have been asked to provide a definition of computational thinking and to answer three additional related closed-ended questions. The analysis shows that, while almost half of teachers (43.4%) have included in their definitions some fundamental elements of computational thinking, very few (10.8%) have been able to provide an acceptably complete definition. On a more positive note, the majority is aware that computational thinking is not characterized by coding or by the use of information technology.

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Section: Technology and Computational Thinkingmentioning

confidence: 69%

Section: Teachers' Preparationmentioning

confidence: 91%

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Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers

Corradini¹,

Lodi

Nardelli

2017

Proceedings of the 2017 ACM Conference on International Computing Education Research

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“…Teachers from other domains need to become acquainted with the core concepts of computational thinking. Yadav, et al (2011Yadav, et al ( , 2014 incorporated computational thinking for teacher education students with no prior experience in computer science highlighting how computational thinking ideas can be used in daily life. Computational Thinking concepts (such as problem identification and decomposition, abstraction, logical thinking, algorithms, and debugging) were illustrated with concrete examples from day-to-day life to relate the terminologies to the pre-service teachers' personal experiences.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Computational thinking in compulsory education: Towards an agenda for research and practice

Fisser²,

et al. 2015

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Computational thinking in compulsory education: Towards an agenda for research and practice Voogt, J.M.; Fisser, P.; Good, J.; Mishra, P.; Yadav, A. Published in: Education and Information Technologies DOI:10.1007/s10639-015-9412-6Link to publication Citation for published version (APA):Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715-728. DOI: 10.1007/s10639-015-9412-6 General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.

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“…Yadav et al. created an openended questionnaire, as well as an attitude survey to understand if introducing computational thinking material in pre-service education courses influenced pre-service teachers' understanding of CT and attitudes toward computing 28 . Likewise, Bean et al developed a self-efficacy survey for measuring pre-service teachers' confidence that they are capable of incorporating computer programming into their classroom, how programming relates to core curriculum standards, and CT skills 3 .…”

Section: Measuring Computational Thinkingmentioning

confidence: 99%

STEM Outreach: Assessing Computational Thinking and Problem Solving

Weese¹,

Feldhausen²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Abstract:The ever-growing popularity of computer science has fostered the need for computational thinking (CT), especially in K-12 education. Pedagogy that infuses CT, as well as reliable methods for assessing CT, remain open problems. In this paper, we describe a 5th-9th grade STEM outreach program. Classes on micro controllers and computer programming are presented. Data collected through a newly designed self-efficacy instrument is used to determine effectiveness of these curricula at improving confidence in CT and problem solving skills. IntroductionThis paper describes a STEM outreach program where the Manhattan-Ogden Unified School District 383 has partnered with Kansas State University. This program lasts four weeks and is designed to expose 5th-9th grade students to STEM careers and subjects through hands-on activities. The program covers a large range of areas, including robotics, computer programming, agriculture, food science, unmanned aerial vehicles, clean energy, and construction science. Professional educators are paired with small groups (2-4) of pre-service teachers to run each class (maximum size of 18). This allows pre-service teachers to get practical, hands-on experience, as well as to learn new STEM activities to include in their own future classrooms. This also gives an excellent teacher to student ratio, providing a oneon-one learning experience for program participants. We focus, however, on measuring the impact of two classes on the program participants. Each class employed similar pedagogy and the Scratch (2009) 17 programming language. One relied heavily on computer science theory and space exploration as a theme, and the other used micro controllers as the foundation for activities. The goals of this research are as follows: 1. Develop effective curricula for improving student self-efficacy in CT, 2. Develop a reliable and effective way of measuring student self-efficacy in CT, and 3. Enforce the notion that CT is not problem solving (PS), but a component of cognition.

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Computational Thinking in Elementary and Secondary Teacher Education

Cited by 451 publications

References 19 publications

Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers

Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers

Computational thinking in compulsory education: Towards an agenda for research and practice

STEM Outreach: Assessing Computational Thinking and Problem Solving

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