Attitudes of Pre-service Teachers Toward Computational Thinking in Education

<p>The purpose of the study was to examine the attitudes of pre-service teachers toward computational thinking, before and after an intervention, to convey the importance of integrating computational thinking into K-12 curricula. The two-week, course-embedded intervention introduced pre-service teachers, with varying academic specialties, to computational thinking practices and their utility. The intervention employed the Scratch programming language tool including Scratch flashcards, everyday and interdisciplinary examples of computational thinking, and unplugged activities. The findings indicated that the intervention was an effective new way to convey the value of computational thinking to all sampled pre-service teachers, no matter their academic specialties or GPAs. Further research is recommended to investigate potential increases in pre-service teachers’ own computational thinking skills following from the intervention.</p>

Name thesis:degree_name

EdD

Level thesis:degree_level

One-year Embargo

Discipline thesis:degree_discipline

Instructional Technology (EdDIT)

Year dc:date.available

2016

Author dc:creator

• Mugayitoglu, Bekir

Contributors dc:contributor

• Joseph Kush
• David Carbonara
• Gibbs Kanyongo

Language dc:language

English

Repository record dc:identifier

https://dsc.duq.edu/etd/58

OAI identifier oai:identifier

oai:dsc.duq.edu:etd-1057