Abstract
Computation Thinking (CT) is a fundamental skill of analytical thinking. To successfully infuse CT into K-8 settings, we must equip pre-service teachers with CT knowledge and skills that can be applied in their curricular context. This work presents trajectories of pre-service teacher knowledge development of CT concepts and computing tools within the context of disciplinary content and pedagogical knowledge through their participation in an educational technology course. Data were collected from a random sample of 42 pre-service teachers. Data sources included participants’ lesson plans (N=126) collected through three different time points. These materials were analyzed quantitatively and qualitatively. Preliminary results indicated that pre-service teachers gradually improved their understanding throughout their participation in the course. Findings also revealed difficulties in conceptualizing and integrating CT in conjunction with content and pedagogy, particularly during authentic vis-à-vis hypothetical lesson designs.
Original language | English (US) |
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Pages (from-to) | 368-375 |
Number of pages | 8 |
Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
Volume | 1 |
Issue number | 2018-June |
State | Published - 2018 |
Externally published | Yes |
Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education