Preservice Science Teachers' Beliefs about Computational Thinking Following a Curricular Module within an Elementary Science Methods Course

Autor/inn/en	McGinnis, J. Randy; Hestness, Emily; Mills, Kelly; Ketelhut, Diane Jass; Cabrera, Lautaro; Jeong, Hannoori
Titel	Preservice Science Teachers' Beliefs about Computational Thinking Following a Curricular Module within an Elementary Science Methods Course
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 20 (2020) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Preservice Teachers; Student Attitudes; Computation; Thinking Skills; Preservice Teacher Education; Science Education; Methods Courses; Science Instruction; Science Teachers; Teaching Methods; Elementary School Science + Suchen Sie Ihr Suchwort? Schülerverhalten; Denkfähigkeit; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors describe their study of a curricular module on computational thinking (CT) implemented within an elementary science methods course and reported insights on preservice science teachers' (PSTs') beliefs about CT integration. The research question was, "Following participation in a curricular module on CT, what is the nature of PSTs' beliefs about CT integration in their elementary science classrooms?" The authors designed and implemented a three-class-session CT module within an undergraduate elementary science methods course. They observed and collected field notes on PSTs' (N = 39) participation in the module, along with class artifacts. They examined the data to gain insight into PSTs' perceptions of CT integration in elementary science education, its feasibility, and its value for their own teaching practice. They found that PSTs overwhelmingly supported the pedagogical innovation of integrating CT in their science teaching; they appreciated that CT modernized and made science education engaging for young learners; and, they generally believed that CT integration supported the implementation of what they understood as good science teaching practice. However, the PSTs believed they would face a variety of challenges in their efforts to integrate CT into their science teaching. Implications for CT teacher education are discussed. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01