The Evolution of Computational Thinking by Teachers Through the Lens of Contextualization

• In Event: Division K Section 1 Poster Session: Math, Science, and STEM

Abstract

A mixed method case study was conducted to investigate the impact of a professional development experience for high school teachers focused on the attainment of a pedagogy for teaching computational thinking. Incorporated in the program were two six-week summer sessions and in-school follow-up during the subsequent school terms of each summer session. Through a constructivist lens we examined how participation in the program shaped the ways of thinking by the teachers and how the skills were transferred to and applied by their students. Classroom observations, interviews, and surveys were conducted to document the process and outcomes. Our findings indicated that the program provides a scaffold that supports teachers and students in developing the skills associated with computational thinking.

Authors

• John A Underwood, Louisiana Department of Education

• Fernando Alegre, Louisiana State University

• Kim D. MacGregor, Louisiana State University

• Juana Moreno, Louisiana State University