Teacher Professional Development to Integrate Computational Thinking Into Elementary Science: A Design-Based Research Study

• In Event: Teachers, Instructors, and Parents in Computing and Engineering Education

Abstract

Computational thinking (CT) is increasingly required within elementary instruction. However, many teachers are unfamiliar with CT, either because their education occurred before the popularization of CT or because CT instruction was not included in their pre-service coursework. For these teachers, CT professional development (PD) becomes a primary mechanism to close their knowledge gap. We describe the design-based research strategy used to refine our CT education strategy for in-service and pre-service teachers using a dual-track design of (1) in-class formal instruction within an elementary science methods course and (2) joint PD for pre-service and in-service teachers. We report on how insights from the multiple design cycles allowed us to meet a project goal, developing a community of teachers interested in CT.

Authors

• Heather Killen, University of Maryland
  Presenting Author

• Merijke Coenraad, Digital Promise Global
  Non-Presenting Author

• Virginia Byrne, Morgan State University
  Non-Presenting Author

• Lautaro Cabrera, University of Maryland
  Non-Presenting Author

• Kristina Kramarczuk, University of Maryland
  Presenting Author

• Diane Jass Ketelhut, University of Maryland
  Presenting Author