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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 0000-0002-3460-1205), Ugur Kale
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
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  Data: Unplugged Activities to Support Preservice Teachers' Competence, Interest, and Utility Value on Computational Thinking: A Mixed-Method Inquiry
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  Data: 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/
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  Data: 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.
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