Future Teachers’ Interest, Competence, and Perception of Utility Value Regarding Computational Thinking in Teaching Science

• In Event: Computer Science and Computational Thinking

Abstract

This study examined how preservice teachers interest, competence, and perception of utility value regarding computational thinking (CT) and their CT usage in teaching change during a science methods course (N=75). A one-group pre-post experimental design incorporating both statistical and content analysis guided the methodology. Findings indicated that changes in the aforementioned measures dependent on the competence level that the PSTs gained while the kinds of CT processes and practices exemplified in their lesson modifications varied significantly over time. Explanations for the observations and a list of changes to curriculum were included.

Authors

• Ugur Kale, Indiana University

• Yuanhua Wang, West Virginia University

• Ayah Aldebyan, West Virginia University

• Tanner Mann, West Virginia University

• Nathaniel O'Brien, West Virginia University