Assessing Teachers’ Knowledge of How to Use Computer Programming in Science and Technology Education

Programming and computational thinking have been introduced into the curricula of several countries, also in relation to science and technology education. Preparing pre-service teachers for using programming in science education is therefore an important and relevant task. The purpose of this articl...

Full description

Saved in:
Bibliographic Details
Published in:Journal of science education and technology Vol. 34; no. 1; pp. 45 - 57
Main Authors: Karlsen, Niklas, Henriksen, Ellen Karoline, Pajchel, Katarina
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.02.2025
Springer Nature B.V
Subjects:
Computer programming
Computers
Curricula
Curriculum Development
Education
Educational Technology
Influence of Technology
Integrated Curriculum
Learning
Methods Courses
Natural Sciences
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice teachers
Programming
Questionnaires
Science Education
Science Instruction
Secondary Schools
Teacher Characteristics
Teacher Competencies
Teacher Education Curriculum
Teacher Surveys
Teachers
Teaching
Teaching Methods
Teaching Models
Technology Education
Validity
TPACK
Pre-service teacher
Programming
Science education
Scale development
ISSN:1059-0145, 1573-1839
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Programming and computational thinking have been introduced into the curricula of several countries, also in relation to science and technology education. Preparing pre-service teachers for using programming in science education is therefore an important and relevant task. The purpose of this article is to describe what knowledge may be relevant for teachers who are to use programming in science and technology education and to propose a questionnaire to aid in assessing this knowledge. The proposed questionnaire can be used for tracking development over time and for identifying areas where teachers need more knowledge.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-024-10145-5