Authentic Design Project for Preservice Teachers’ Computational Thinking Development

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: STEM Education and Computational Learning Innovations

Abstract

This study explores how authentic design projects can enhance preservice teachers’ computational thinking (CT), particularly in higher-order dimensions such as computational practices and perspectives. Grounded in socio-constructivist and constructionist theories, a semester-long course engaged 17 education majors in identifying real-world problems and developing AI chatbot solutions using design thinking. Quantitative results from pre- and post-surveys showed significant improvements across five CT domains: creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving. Qualitative analyses of team e-portfolios and final papers revealed growth in CT concepts, practices, and perspectives. Findings suggest that authentic, AI-integrated design experiences can meaningfully cultivate CT in future educators beyond coding competence.

Authors

• Insook Han, Korea University

• Yujung Ko, Incheon National University

• Sewon Joo, Florida State University

• Seoyeon Choi, Korea University