Editorial: Looking ahead: computational thinking in K12 education

Mäkitalo, Kati; Laru, Jari; Dagienë, Valentina

doi:10.3389/feduc.2023.1248509

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…Without a doubt, many teachers fear that technologies like GPT Chat could replace them in the future (Alam, 2021;Chan, 2023;Chan and Tsi, 2023). The future of education around the world will be greatly impacted by this type of technology (Renz and Hilbig, 2020;Ji et al, 2023;Mäkitalo et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

ChatGPT in Brazilian K-12 science education

Monteiro,

Souza,

da Silva

et al. 2024

Front. Educ.

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This study investigates the perceptions of K-12 science teachers regarding the implications of ChatGPT on school assessments and the quality of students’ education. A questionnaire was administered to K-12 science teachers from public and private schools across the five regions of Brazil: North, Northeast, South, Southeast, and Midwest. More than 400 teachers responded to the questionnaire. The conclusions regarding the opinions of the teachers who responded to the questionnaire were based on the Likert-type scale. The investigation covered various aspects, including the types and frequency of assessment methods used with their students. Additionally, the research delved into their opinions on whether ChatGPT would impact the quality of education and assessment methods, as well as their views on whether ChatGPT use should be deemed plagiarism or a similar infraction. The potential benefits of its use, as well as the challenges arising from it, are discussed in the context of the evolution of teaching and learning. As one of the results, it was found that among K-12 science teachers, there remains some skepticism regarding whether ChatGPT will enhance the quality of students’ education and whether its use constitutes plagiarism or a similar infraction.

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Section: Introductionmentioning

confidence: 99%

ChatGPT in Brazilian K-12 science education

Monteiro,

Souza,

da Silva

et al. 2024

Front. Educ.

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Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

Dolgopolovas,

Dagiene

2024

Comp Applic In Engineering

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In this conceptual study, we explore the incorporation of computational thinking (CT) within integrated Science, Technology, Engineering, and Mathematics (STEM) education, aiming to enhance the Technological Pedagogical Content Knowledge (TPACK) framework for teacher professional development. Despite the fundamental role of mathematics in K‐16 and engineering education, its theoretical and practical dimensions in a transdisciplinary STEM context and its interlinks with CT remain underexplored. This gap extends to the professional development of teachers in research‐oriented STEM environments, which presents significant challenges. The study aims to address these issues by repositioning cognitive‐adaptive competencies such as CT and design thinking (DT) as a crucial enabler for STEM teacher professional competency, advocating for a move beyond normative approaches. We comprehensively analyze the integration efforts of CT in STEM, which often rely on declarative definitions without substantive practical implications. The study poses questions on (1) how CT can be effectively integrated into STEM, (2) the characteristics of the normative‐adaptive model for teacher education, and (3) the development of a conceptual educational framework focused on mathematical modeling, simulation design, and student engagement in research. Drawing on innovative educational practices, we scrutinize the integration of CT and DT through examples from mathematics, emphasizing the importance of developing computational models and algorithms. Ultimately, we propose a competency‐centered normative‐adaptive‐context aware model of STEM integration (NACAMS)‐TPACK model that enhances the classical TPACK framework by interlinking computational, design, and general pedagogical competencies. This study is particularly relevant for educators, policymakers, and researchers involved in K‐16 STEM and engineering education.

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Editorial: Looking ahead: computational thinking in K12 education

Cited by 2 publications

References 4 publications

ChatGPT in Brazilian K-12 science education

ChatGPT in Brazilian K-12 science education

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

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