Pre-Service Teachers’ Perceptions of Integrated Computational Thinking–STEM Education and Insights Comparisons with In-Service Teachers

• In Event: AERA Roundtable Session Wednesday 7:45 am - Gold 2
  In Roundtable Session: Computational Thinking Assessment and Learning Across K-12

Abstract

Computational thinking (CT) is increasingly viewed as foundational to secondary STEM education. This mixed‑methods study investigates pre‑service teachers’ (PSTs’) perceptions of CT‑STEM, including understandings, use of CT‑STEM pedagogical framework, anticipated challenges, and expected student outcomes. Semi‑structured interviews were analyzed with thematic analysis to identify salient codes and with epistemic network analysis to model code co‑occurrence. PSTs primarily framed CT‑STEM through problem solving, computing principles, programming, and thinking methods, with less consistent attention to algorithmic thinking and scientific inquiry. While endorsing the framework, PSTs recommended tighter integration of data practices within iterative cycles and clearer scaffolding guidance. Compared with in‑service teachers (ISTs), PSTs emphasized systemic barriers, ISTs foregrounded workload and logistical feasibility. Implications include mentor‑supported, practice‑proximal preparation aligned with classroom realities.

Author

• Linwei Yu, The University of Hong Kong