The effect of basic robotic coding in-service training on teachers’ acceptance of technology, self-development, and computational thinking skills in technology use

Çakır, Recep; Şahin, Hüsnü; BALCI>, Hasan; Vergili, Mehmet

doi:10.1007/s40692-020-00178-1

Cited by 10 publications

(2 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is necessary to consider various ways to introduce computational thinking skills in Indonesian education through research and scientific publications. Students can develop their thinking skills and solve problems automatically and effectively in certain situations (Korkmaz et al, 2017;Çakır et al, 2021). In line with the prospective science teachers' high self-confidence in computational thinking skills, as shown by this study, it will positively contribute to students' development (Siswanto et al, 2016).…”

Section: Resultssupporting

confidence: 65%

Prospective Science Teachers’ Self-Confidence in Computational Thinking Skills

Syafril

Rahayu

Ganefri

2022

JPII

View full text Add to dashboard Cite

This study aims to analyze prospective science teachers’ self-confidence in computational thinking skills on three main points: (i) prospective science teachers’ self-confidence in computational thinking skills, (ii) differences in prospective science teachers’ self-confidence in computational thinking skills as per gender, and (iii) differences in prospective science teachers’ self- confidence in computational thinking skills as per expertise (Biology and Physics). A quantitative cross-sectional survey methodology was used as the research design. A total of 1023 prospective science teachers (biology and physics) were randomly selected as the research sample from the 1959 total population. Data were collected using a self-confidence questionnaire on computational thinking skills. The adaptation results were assessed first by five experts before being tested on 74 prospective science teachers from different universities. The results show that prospective science teachers’ self-confidence in computational thinking skills was generally high (Mean = 78.57). The Mann-Whitney U test found no difference in prospective science teachers’ self-confidence in computational thinking skills as per gender (Mean= 78.05, SD= 9.03 for male, Mean= 78.73, SD= 6.86 for female, with a value of F= 6.028, Z= -0.891, Sig= 0.373 0.05). The Independent Sample t-test also showed no difference in prospective science teachers’ self-confidence in computational thinking skills as per expertise. This study concludes that prospective science teachers have high self-confidence in computational thinking skills as crucial skills in the science teaching profession.

show abstract

Section: Resultssupporting

confidence: 65%

Prospective Science Teachers’ Self-Confidence in Computational Thinking Skills

Syafril

Rahayu

Ganefri

2022

JPII

View full text Add to dashboard Cite

show abstract

“…Two factors have been put forward as playing a major role in users’ intention to use a tool (Min et al, 2019 ; Nikou & Economides, 2017 ): perceived usefulness , reflecting the degree to which an individual perceives the tool as likely to improve their performance, and perceived ease of use , reflecting the degree to which an individual perceives the tool to be simple and convenient to use (Davis, 1993 ). The TAM has been widely used in the game coding context, in which the effects of both of these variables have been observed (e.g., Çakır et al, 2021 ; Giannakos, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Playing coding games to learn computational thinking: What motivates students to use this tool at home?

2022

View full text Add to dashboard Cite

Coding games are widely used to teach computational thinking (CT). Studies have broadly investigated the role of coding games in supporting CT learning in formal classroom contexts, but there has been limited exploration of their use in informal home-based settings. This study investigated the factors that motivated students to use a coding game called Coding Galaxy in a home-based setting. It explored the connections between the students’ perceptions of and usage of the tool. An 11-day intervention was conducted at a primary school in Hong Kong with 104 participants. The students’ perceptions of the game were collected via questionnaires and information on their use of the tool was extracted from log files. Results indicated that coding motivation and feeling of enjoyment were predictors of the actual use of the game , with coding motivation the dominant factor. Focus group interviews were also conducted to further explore the students’ motivation to play the game. Through comparisons of active and inactive users, the qualitative findings supported the quantitative results, indicating that students who were more intrinsically motivated tended to be more active in using the game. The implications of the study for researchers and practitioners in CT education are discussed.

show abstract

Computational thinking: early childhood teachers’ and prospective teachers’ preconceptions and self-efficacy

Avcı

Deniz

2022

Educ Inf Technol

View full text Add to dashboard Cite

The effect of basic robotic coding in-service training on teachers’ acceptance of technology, self-development, and computational thinking skills in technology use

Cited by 10 publications

References 26 publications

Prospective Science Teachers’ Self-Confidence in Computational Thinking Skills

Prospective Science Teachers’ Self-Confidence in Computational Thinking Skills

Playing coding games to learn computational thinking: What motivates students to use this tool at home?

Computational thinking: early childhood teachers’ and prospective teachers’ preconceptions and self-efficacy

Contact Info

Product

Resources

About