Computational Thinking in K-12: In-service Teacher Perceptions of Computational Thinking

Sands, Phil; Yadav, Aman; Good, Jon

doi:10.1007/978-3-319-93566-9_8

Cited by 72 publications

(48 citation statements)

References 18 publications

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“…Although there is some literature on teaching and learning programming in a school context, the overwhelming majority of research has been conducted at the university level (Heintz, Mannila, & Färnqvist's, 2016) and the use of programming to teach thinking skills in K-12 was not extensively reported (Lye & Koh, 2014). Furthermore, the existing research on K-12 levels does not have a strong focus on teachers, for instance how teachers integrate CT in education (Sjoberg, Risberg, Nouri, Noren & Zhang, 2019) or how teachers perceive CT (Sands, Yadav, & Good, 2018).…”

Section: Introductionmentioning

confidence: 99%

Development of computational thinking, digital competence and 21^stcentury skills when learning programming in K-9

et al. 2019

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Teachers around the world have started teaching programming at the K-9 level, some due to the formal introduction of programming in the national curriculum, others without such pressure and on their own initiative. In this study, we attempted to understand which skillsboth CT-related and generalare developed among pupils in the process of working with programming in schools. To do so, we interviewed 19 Swedish teachers who had been teaching programming for a couple of years on their own initiative. The teachers were selected based on their experience in teaching programming. Our thematic analysis of these interviews shed light on what skills teachers perceive pupils develop when programming. This led us to identify three themes related to CT skills and five themes related to general skills. The CT skills identified corresponded well with and were thus thematically structured according to the dimensions of CT proposed in the framework of Brennan and Resnick, namely computational concepts, computational practices and computational perspectives. In addition to the CT skills, our thematic analysis also resulted in the identification of general skills related to digital competency and 21st century skills, namely cognitive skills and attitudes, language skills, collaborative skills and attitudes and creative problem-solving skills and attitudes.

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Section: Introductionmentioning

confidence: 99%

Development of computational thinking, digital competence and 21^stcentury skills when learning programming in K-9

et al. 2019

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“…More research is needed in the area of teacher CT professional development programs to support this integration. Initial investigations of teachers' perceptions of CT indicate teachers hold misconceptions about CT and are not prepared to teach it (Sands, Yadav, & Good, ; Yadav, Zhou, Mayfield, Hambrusch, & Korb, ). Although some barriers to implementing CT, such as the need for computers and programming knowledge have been overcome with the unplugged nature of this approach, teachers are still not prepared to teach CT in their traditional teacher education programs.…”

Section: Discussionmentioning

confidence: 99%

Learning natural selection through computational thinking: Unplugged design of algorithmic explanations

2019

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Computational thinking (CT) is a way of making sense of the natural world and problem solving with computer science concepts and skills. Although CT and science integrations have been called for in the literature, empirical investigations of such integrations are lacking. Prior work in natural selection education indicates students struggle to explain natural selection in different contexts and natural selection misconceptions are common. In this mixed methods study, secondary honors biology students learn natural selection through CT by engaging in the design of unplugged algorithmic explanations. Students learned CT principles and practices and applied them to learn and explain the natural selection process. Algorithmic explanations were used to scaffold transfer of natural selection knowledge across contexts through investigation of three organisms and the creation of generalized natural selection algorithms. Students' pre‐ and post‐unit algorithmic explanations of natural selection were analyzed to answer the following research questions: (a) How do students' conceptions of natural selection change over the course of a CT focused unit? (b) What is the relationship between CT and natural selection in students' algorithmic explanations? (c) What are students' perspectives of learning natural selection with CT? Results indicate students' conceptions of natural selection increased and natural selection misconceptions decreased over the course of the unit. Within their post‐unit algorithmic explanations, students used specific CT principles in conjunction with natural selection concepts to explain natural selection, which helped them to learn the details of the natural selection process and correct their natural selection misconceptions. Students indicated the use of CT in unplugged algorithmic explanations in different contexts helped them learn natural selection. This study shows unplugged CT can be used to teach students science content, and it provides an example for further CT and science integrations. Implications for the field are discussed.

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“…Kodlama eğitiminde dünya çapında yaşanan hızlı bir değişim yaşanmaktadır ve bu değişimde öğretmenin rolü önemlidir (Sands, Yadav ve Good, 2018). Bu yüzden kodlama eğitiminde öğretmenlerin teknolojik, pedagojik ve alan bilgisi açısından durumu önemlidir.…”

Section: Kodlama Eğitimi Için Gerekli Donanım Ve Yazılımlarunclassified

Bilişim Teknolojileri ve Yazılım Dersi Öğretmenlerinin Kodlama Eğitimine Yönelik Görüşleri

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2020

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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Öz: Öğretmenler sınıf içerisinde tasarlanan programları uygularlar. Öğretmenlerin alan ve/veya o alanın öğretimine yönelik görüşleri programın uygulanma şeklinde belirleyici olabilir. Dolayısı ile öğretmenlerin görüşleri dersin işlenişine yönelik önemli ipuçları verebilir. Bu çalışmanın amacı bilişim teknolojileri ve yazılım dersi öğretmenlerinin kodlama eğitimine yönelik görüşlerini keşfetmektir. Bu çalışmada durum çalışması deseni kullanılmıştır. Çalışmanın katılımcılarını Batı Karadeniz Bölgesindeki bir ilden yirmi iki öğretmen oluşturmaktadır. Araştırmacılar tarafından oluşturulmuş yarı yapılandırılmış görüşme formu vasıtasıyla katılımcılardan nitel veri toplanılmıştır. Görüşmeler sonucunda öğretmenlerin kodlama eğitimine yönelik olarak teknolojik, pedagojik ve alan bilgisi açısından çeşitli eksikliklerinin olduğu anlaşılmıştır. Öğretmenlerin blok tabanlı kodlama ortamlarına görece olarak daha hâkim oldukları fakat diğer ortamlara yeteri kadar hâkim olmadıkları görülmüştür. Öğretmenlerin ve öğretmen adaylarının eksikliklerinin giderilmesi için çeşitli önerilerde bulunulmuştur.

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Computational Thinking in K-12: In-service Teacher Perceptions of Computational Thinking

Cited by 72 publications

References 18 publications

Development of computational thinking, digital competence and 21^stcentury skills when learning programming in K-9

Development of computational thinking, digital competence and 21^stcentury skills when learning programming in K-9

Learning natural selection through computational thinking: Unplugged design of algorithmic explanations

Bilişim Teknolojileri ve Yazılım Dersi Öğretmenlerinin Kodlama Eğitimine Yönelik Görüşleri

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Computational Thinking in K-12: In-service Teacher Perceptions of Computational Thinking

Cited by 72 publications

References 18 publications

Development of computational thinking, digital competence and 21stcentury skills when learning programming in K-9

Development of computational thinking, digital competence and 21stcentury skills when learning programming in K-9

Learning natural selection through computational thinking: Unplugged design of algorithmic explanations

Bilişim Teknolojileri ve Yazılım Dersi Öğretmenlerinin Kodlama Eğitimine Yönelik Görüşleri

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Development of computational thinking, digital competence and 21^stcentury skills when learning programming in K-9

Development of computational thinking, digital competence and 21^stcentury skills when learning programming in K-9