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An Investigation of In-Service Teachers' Perceptions and Development of Computational Thinking Skills in a Graduate Emerging Technologies Course

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Title: An Investigation of In-Service Teachers' Perceptions and Development of Computational Thinking Skills in a Graduate Emerging Technologies Course
Authors: Yi Jin (ORCID 0000-0002-0189-3045), Jason R. Harron (ORCID 0000-0002-8197-328X)
Source: International Journal of Computer Science Education in Schools. 2023 6(2).
Availability: International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Computation, Thinking Skills, Computer Science Education, Graduate Study, Inservice Teacher Education, Online Courses, Problem Solving, Creativity, Cooperative Learning, Critical Thinking, Scores, Algorithms, Troubleshooting
ISSN: 2513-8359
Abstract: Computer science (CS) has become a critical part of K-12 education worldwide. Computational thinking (CT) skills are a key set of competencies in CS education that can solve problems and use computational design to create useful solutions. However, preservice and in-service teachers are not fully prepared to integrate CS and CT into their curricula. Furthermore, there are limited special topic courses and educational research on how to facilitate in-service teachers' professional learning of CS and CT, as well as their content specific integration. Therefore, this study investigated in service teachers' perceptions and development of CT skills in an online graduate emerging technologies course. Theoretically framed by the four cornerstones of CT (i.e., abstraction, algorithms, decomposition, and pattern recognition), participants perceived that they increased their CT problem-solving and creativity skills but decreased their collaborative learning and critical thinking skills. Additionally, teachers increased their CT test scores after taking the course. Most teachers used CT terminology correctly (i.e., algorithms and decomposition). However, only 59% correctly described abstraction and pattern recognition, while most teachers did not mention debugging. The authors call on teacher educators to address in-service teachers' CS knowledge gaps, increase their CT skills, and select appropriate strategies for CT professional learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1408988
Database: ERIC
FullText Text:
  Availability: 0
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  Data: An Investigation of In-Service Teachers' Perceptions and Development of Computational Thinking Skills in a Graduate Emerging Technologies Course
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  Data: <searchLink fieldCode="AR" term="%22Yi+Jin%22">Yi Jin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0189-3045">0000-0002-0189-3045</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+R%2E+Harron%22">Jason R. Harron</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8197-328X">0000-0002-8197-328X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Computer+Science+Education+in+Schools%22"><i>International Journal of Computer Science Education in Schools</i></searchLink>. 2023 6(2).
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  Data: International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
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  Data: 20
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Algorithms%22">Algorithms</searchLink><br /><searchLink fieldCode="DE" term="%22Troubleshooting%22">Troubleshooting</searchLink>
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  Data: 2513-8359
– Name: Abstract
  Label: Abstract
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  Data: Computer science (CS) has become a critical part of K-12 education worldwide. Computational thinking (CT) skills are a key set of competencies in CS education that can solve problems and use computational design to create useful solutions. However, preservice and in-service teachers are not fully prepared to integrate CS and CT into their curricula. Furthermore, there are limited special topic courses and educational research on how to facilitate in-service teachers' professional learning of CS and CT, as well as their content specific integration. Therefore, this study investigated in service teachers' perceptions and development of CT skills in an online graduate emerging technologies course. Theoretically framed by the four cornerstones of CT (i.e., abstraction, algorithms, decomposition, and pattern recognition), participants perceived that they increased their CT problem-solving and creativity skills but decreased their collaborative learning and critical thinking skills. Additionally, teachers increased their CT test scores after taking the course. Most teachers used CT terminology correctly (i.e., algorithms and decomposition). However, only 59% correctly described abstraction and pattern recognition, while most teachers did not mention debugging. The authors call on teacher educators to address in-service teachers' CS knowledge gaps, increase their CT skills, and select appropriate strategies for CT professional learning.
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  Data: 2024
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  Data: EJ1408988
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      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Computer Science Education
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      – SubjectFull: Graduate Study
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      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Creativity
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Scores
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      – SubjectFull: Algorithms
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      – SubjectFull: Troubleshooting
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      – TitleFull: An Investigation of In-Service Teachers' Perceptions and Development of Computational Thinking Skills in a Graduate Emerging Technologies Course
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              Y: 2023
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