Unplugged Activities to Support Preservice Teachers' Competence, Interest, and Utility Value on Computational Thinking: A Mixed-Method Inquiry
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| Title: | Unplugged Activities to Support Preservice Teachers' Competence, Interest, and Utility Value on Computational Thinking: A Mixed-Method Inquiry |
|---|---|
| Language: | English |
| Authors: | Yuanhua Wang (ORCID |
| Source: | Education and Information Technologies. 2025 30(13):19075-19109. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2142274 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Teacher Competencies, Student Interests, Computation, Thinking Skills, Teacher Motivation, Experiential Learning, Learning Activities |
| DOI: | 10.1007/s10639-025-13552-2 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Computational thinking (CT) has been increasingly recognized as a vital skill for fostering students' problem-solving and digital literacy. Preparing and motivating preservice teachers (PSTs) to effectively teach CT is, therefore, essential. Grounded in expectancy-value theory, this mixed methods research explored the impact of a workshop using unplugged activities on PSTs' (N = 39) motivation on CT during a science methods course. The analysis of the responses to the survey items revealed significant improvements in PSTs' competence and interest. The follow-up interviews highlighted that, due to the unplugged activities, PSTs were able to reduce stress, enhance their understanding, and connect CT to daily life, which increased their competence and interest in teaching CT. These findings extend the application of expectancy-value theory by demonstrating how unplugged activities can positively influence PSTs' motivation to teach CT. The study underscores the importance of incorporating accessible, hands-on activities into teacher preparation programs to support PSTs in advancing CT education in classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480854 |
| Database: | ERIC |
| Abstract: | Computational thinking (CT) has been increasingly recognized as a vital skill for fostering students' problem-solving and digital literacy. Preparing and motivating preservice teachers (PSTs) to effectively teach CT is, therefore, essential. Grounded in expectancy-value theory, this mixed methods research explored the impact of a workshop using unplugged activities on PSTs' (N = 39) motivation on CT during a science methods course. The analysis of the responses to the survey items revealed significant improvements in PSTs' competence and interest. The follow-up interviews highlighted that, due to the unplugged activities, PSTs were able to reduce stress, enhance their understanding, and connect CT to daily life, which increased their competence and interest in teaching CT. These findings extend the application of expectancy-value theory by demonstrating how unplugged activities can positively influence PSTs' motivation to teach CT. The study underscores the importance of incorporating accessible, hands-on activities into teacher preparation programs to support PSTs in advancing CT education in classrooms. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13552-2 |
