Teachers’ understanding of technical terms in a Computational Thinking curriculum

Munasinghe, Bhagya; Bell, Tim; Robins, Anthony

doi:10.1145/3441636.3442311

Cited by 14 publications

(6 citation statements)

References 22 publications

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“…Classroom management should be a part of teacher education in designing and implementing CTintegrated lessons (Yadav et al, 2014). Munasinghe, Bell and Robins's (2021) research reveals that the nature of the teacher's knowledge of computational concepts can be either that the computational meaning is unknown, that the computational context is unclear, or that their applicability is uncertain.…”

Section: Resultsmentioning

confidence: 99%

Integrating computational thinking into mathematics education through an unplugged computer science activity

Mumcu

KIDIMAN>

Özdinç

2023

JPR

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Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in realclassroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline.

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Section: Resultsmentioning

confidence: 99%

Integrating computational thinking into mathematics education through an unplugged computer science activity

Mumcu

KIDIMAN>

Özdinç

2023

JPR

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“…For example, TT seem to overestimate the importance of students' digital literacy. This might be related to even in-service teachers having difficulties regarding terms such as 'programming' or 'computational thinking' [9,24]. The surveyed TP, in contrast, focused on more general cognitive skills such as reasoning and problem solving, which are strongly associated with CT [33].…”

Section: Discussionmentioning

confidence: 99%

“…The surveyed TP, in contrast, focused on more general cognitive skills such as reasoning and problem solving, which are strongly associated with CT [33]. This goes along with the idea that programming should not be taught as an independent skill but rather be used as an approach to promote CT [24]. Teacher training should therefore explain programming as a vehicle to promote ways of thinking rather than detached skills.…”

Section: Discussionmentioning

confidence: 99%

Challenging but Full of Opportunities: Teachers’ Perspectives on Programming in Primary Schools

Greifenstein

Graßl

2021

Proceedings of the 21st Koli Calling International Conference on Computing Education Research

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The widespread establishment of computational thinking in school curricula requires teachers to introduce children to programming already at primary school level. As this is a recent development, primary school teachers may neither be adequately prepared for how to best teach programming, nor may they be fully aware why they have to do so. In order to gain a better understanding of these questions, we contrast insights taken from practical experiences with the anticipations of teachers in training. By surveying 200 teachers who have taught programming at primary schools and 97 teachers in training, we identify relevant challenges when teaching programming, opportunities that arise when children learn programming, and strategies how to address both of these in practice. While many challenges and opportunities are correctly anticipated, we find several disagreements that can inform revisions of the curricula in teaching studies to better prepare primary school teachers for teaching programming at primary schools.

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“…For example, a teacher might be having to cover "formal languages" as a subject for the first time. It was unlikely that they had access to books on the subject, and if they searched online, they would either find lecture notes that quickly went to a depth way beyond the expectation of the standard or might be directed to explanations on formal natu ral language, such as business letters and sermons (Munasinghe, Bell, and Robins 2021).…”

Section: New Zealandmentioning

confidence: 99%

Computational Thinking Curricula in Australia and New Zealand

Bell,

Vivian,

Falkner

2024

Computational Thinking Curricula in K–12

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Teachers’ understanding of technical terms in a Computational Thinking curriculum

Cited by 14 publications

References 22 publications

Integrating computational thinking into mathematics education through an unplugged computer science activity

Integrating computational thinking into mathematics education through an unplugged computer science activity

Challenging but Full of Opportunities: Teachers’ Perspectives on Programming in Primary Schools

Computational Thinking Curricula in Australia and New Zealand

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