An exploratory study of pre-service teachers' computational thinking and programming skills

This qualitative case study was designed to explore pre-service teachers' computational thinking and programming skills in an educational technology course in which block-based programming was introduced in a teacher education program. 12 teacher candidates from different subject areas particip...

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Bibliographic Details
Published in:Journal of research on technology in education Vol. 54; no. 5; pp. 754 - 768
Main Author: Umutlu, Duygu
Format: Journal Article
Language:English
Published: Eugene Routledge 01.12.2022
Taylor & Francis Ltd
Subjects:
block-based programming
Computation
computational thinking
Computer programming
computer science education
Educational Technology
Influence of Technology
Instructional Design
Pre-service teacher education
Preservice Teacher Education
Preservice Teachers
Problem solving
Programming
Programming Languages
Skills
Teacher education
Teacher Education Curriculum
Teacher Education Programs
Technology Education
Thinking Skills
Time Factors (Learning)
ISSN:1539-1523, 1945-0818
Online Access:Get full text
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Summary:This qualitative case study was designed to explore pre-service teachers' computational thinking and programming skills in an educational technology course in which block-based programming was introduced in a teacher education program. 12 teacher candidates from different subject areas participated in the study. The findings show that participants' views about computational thinking along with their programming skills evolved over the semester. They were mainly involved pattern recognition, debugging and trial-and-error to program coding tasks. They also used simple codes within a context and implemented remixing to solve complex problems. It can be concluded that well-designed educational technology courses for programming might be effective even for pre-service teachers who are novice coders. Further research and implications for teacher education curricula are also discussed in the paper.
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ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2021.1922105