Effects of a Computational Thinking Module on Preservice Teachers' Knowledge and Beliefs

• In Event: 45.095 - Sheraton Roundtable Seven - Osgoode Ballroom
  In Roundtable Session: 45.095-5 - Division C Section 1e Roundtable 2

Abstract

To better prepare students for STEM careers, researchers have called for the preparation of teachers to include CT into science education. Here, we report on the first iteration of a Design-Based Research study investigating how to increase preservice teachers’ knowledge and self-efficacy around teaching with CT through a CT module within their elementary science methods course. We measured self-efficacy with a survey, and deductively coded for the presence of CT in lesson plans designed by the preservice teachers in the module. While self-efficacy increased after the module, we saw very few lesson plans that meaningfully included CT. We discuss implications of our results and possible modifications to the next iteration of our study.

Authors

• Lautaro Cabrera, University of Maryland - College Park

• Diane Jass Ketelhut, University of Maryland - College Park

• Emily E. Hestness, University of Maryland

• Kelly Mills, University of Maryland - College Park

• J. Randy McGinnis, University of Maryland