Mentor Teachers' Views on Integrating Computational Thinking Into Elementary Science Following a Professional Development Experience

• In Event: Millennium Hotel Roundtable Session 15
  In Roundtable Session: Research Trends in Computer Programming and Computational Thinking

Abstract

To increase the number and diversity of students pursuing computer science (CS) careers, elementary students need opportunities to engage in computational thinking (CT), or problem-solving processes that rely upon practices and dispositions central to the field of CS. To do this, elementary teachers need to understand CT and how to integrate it into their practice. We are investigating how best to help preservice elementary teachers learn to integrate CT into their science teaching. As one support for interns, we have created a mentor teacher professional development on CT. This presentation will explore how our MTs viewed CT at the end of eight hours of PD, and will conclude with implications for preservice teacher education.

Authors

• Diane Jass Ketelhut, University of Maryland - College Park

• Emily E. Hestness, University of Maryland

• Kelly Mills, University of Maryland - College Park

• Natalie Harr Ylizarde, University of Maryland - College Park

• J. Randy McGinnis, University of Maryland

• Jandelyn Plane, University of Maryland - College Park

• Lautaro Cabrera, University of Maryland - College Park