Computational thinking in elementary classrooms: measuring teacher understanding of computational ideas for teaching science

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

  • Aman Yadav, College of Education, Michigan State University, USA
  • Christina Krist, University of Illinois at Urbana-Champaign, USA
  • Jon Good, Oakland schools, Waterford, MI, USA
  • Elisa Nadire Caeli
A number of efforts have focused on preparing teachers to integrate CT within secondary disciplinary subject areas; however, there is little research on how CT ideas could be embedded within elementary subjects. We designed a professional development activity for elementary teachers to embed CT within science and examined how their understanding of CT emerged over the course of PD. This paper reports results from qualitative analysis of teacher responses to vignettes and open-ended questions, which presented teaching scenarios related to CT. We found that the vignettes allow us to see shift in teachers' thinking about CT from broad and generalized ideas to more elaborate versions of those ideas. We discuss that while vignettes provided a good method to portray changes in teacher views about CT, we need additional mechanisms to monitor how teachers conceptualize and come to integrate computational thinking into elementary schools
OriginalsprogEngelsk
TidsskriftComputer Science Education
Vol/bind28
Nummer4
Sider (fra-til)371-400
Antal sider30
ISSN0899-3408
DOI
StatusUdgivet - 20 dec. 2018

    Forskningsområder

  • computational thinking, elementary, science

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