Optimizing Science Concept Learning: The Challenge of Computational Thinking Skills Integration
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| Title: | Optimizing Science Concept Learning: The Challenge of Computational Thinking Skills Integration |
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| Language: | English |
| Authors: | Roy Ardiansyah (ORCID |
| Source: | Educational Process: International Journal. Article e2025206 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Elementary School Teachers, Scientific Concepts, Computation, Thinking Skills, Skill Development, Science Instruction, Preservice Teacher Education, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose. 21st-century skills are essential across all aspects of life in the modern era. Pre-service elementary school teachers must also develop computational thinking skills as part of the problem-solving process--one of the most critical 21st-century competencies. These skills are critical in science learning and serve as fundamental expertise for future elementary school teachers in their profession. This study aims to analyze the learning of science concepts in the Natural Resources and Energy course and to describe the implementation of computational thinking skills integration into the learning of science concepts in the same course. Materials/methods. This research employs a survey method, utilizing observation sheets and questionnaires as instruments. The study involved 198 students from the Elementary School Teacher Education program at the Faculty of Teacher Training and Education, Universitas Sebelas Maret. Results. Findings indicate that science concept learning in the Elementary School Teacher Education program has not yet effectively facilitated computational thinking skills. Observation data reveal that the current learning implementation provides insufficient stimulation for computational thinking skills, with an average rate below 50%, except for learning objectives exceeding 50%. Moreover, real-world case presentations are only incorporated at a rate of 35%. The integration of computational thinking skills in science concept learning remains significantly low. All key aspects of computational thinking--decomposition, pattern recognition, abstraction, and algorithm--score below 50%. Conclusion. Current science concept learning practices in the Elementary School Teacher Education program need to be restructured to optimize the development of computational thinking skills among pre-service elementary school teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483520 |
| Database: | ERIC |
| Abstract: | Background/purpose. 21st-century skills are essential across all aspects of life in the modern era. Pre-service elementary school teachers must also develop computational thinking skills as part of the problem-solving process--one of the most critical 21st-century competencies. These skills are critical in science learning and serve as fundamental expertise for future elementary school teachers in their profession. This study aims to analyze the learning of science concepts in the Natural Resources and Energy course and to describe the implementation of computational thinking skills integration into the learning of science concepts in the same course. Materials/methods. This research employs a survey method, utilizing observation sheets and questionnaires as instruments. The study involved 198 students from the Elementary School Teacher Education program at the Faculty of Teacher Training and Education, Universitas Sebelas Maret. Results. Findings indicate that science concept learning in the Elementary School Teacher Education program has not yet effectively facilitated computational thinking skills. Observation data reveal that the current learning implementation provides insufficient stimulation for computational thinking skills, with an average rate below 50%, except for learning objectives exceeding 50%. Moreover, real-world case presentations are only incorporated at a rate of 35%. The integration of computational thinking skills in science concept learning remains significantly low. All key aspects of computational thinking--decomposition, pattern recognition, abstraction, and algorithm--score below 50%. Conclusion. Current science concept learning practices in the Elementary School Teacher Education program need to be restructured to optimize the development of computational thinking skills among pre-service elementary school teachers. |
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| ISSN: | 2147-0901 2564-8020 |
