Preservice Teachers' Access to Computational Thinking

• In Event: Teachers and Learning Technology

Abstract

This study examined how a specific workshop, designed to infuse computational thinking (CT) in a science methods course, influenced preservice teachers (PSTs)’ access to CT. A quasi-experimental design was employed where two intact classroom sections of an elementary education science method course (N=43) were randomly assigned to either a control group or an experimental group. Attending the workshop was observed to increase PSTs’ usage access in relation to their initial levels of motivation. It also increased their preparedness to integrate CT tools. PSTs’ deeper discussion of CT processes and affordances of CT in relation to the phases of 5E Model will be essential to helping them connect CT to the science pedagogy.

Authors

• Ugur Kale, West Virginia University
  Presenting Author

• Jiangmei Yuan, West Virginia University
  Presenting Author

• Ashley Kooken, West Virginia University
  Non-Presenting Author

• Abhik Roy
  Non-Presenting Author