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Evaluating Pre-Service Primary School Teachers' Scientific Knowledge on Computational Thinking

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Title: Evaluating Pre-Service Primary School Teachers' Scientific Knowledge on Computational Thinking
Language: English
Authors: Rita Neves Rodrigues (ORCID 0000-0001-8072-8453), Cecília Costa (ORCID 0000-0002-9962-562X), Sofia Gonçalves (ORCID 0000-0002-9893-7875), Fernando Martins (ORCID 0000-0002-1812-2300)
Source: Educational Process: International Journal. Article e2025477 2025 18.
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: 37
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Computation, Thinking Skills, Preservice Teachers, Elementary School Teachers, Knowledge Level, Science Instruction, Foreign Countries, Training, Program Effectiveness
Geographic Terms: Portugal
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: Computational Thinking is a content that has been integrated into primary education curricula in several countries. Its proper integration into education is not limited to its inclusion in the educational curricula, and teachers and pre-service teachers must develop the necessary knowledge to integrate it into their practices in an appropriate way. This article aims to evaluate the scientific knowledge of pre-service primary school teachers on Computational Thinking during a training program of a primary school context, through the analysis of their Levels of Knowledge and Performance on Computational Thinking across three moments (Pre-Intervention, Post-Intervention I, and Post-Intervention II) of task implementation of a 9- month training program. Materials/methods: This is a mixed-methods study, utilizing both quantitative and qualitative methods to analyze the scientific knowledge on Computational Thinking among 19 pre-service primary school teachers (mean age of 24.47 ± 9.576) enrolled in master's programs in Portugal during the academic year 2023/2024, who constitute the sample of this study. The scientific knowledge on Computational Thinking was evaluated through participants' Levels of Knowledge and Performance, using quantitative analysis across the three moments, complemented by a qualitative component that contextualized and deepened the interpretation of the results, enabling a more comprehensive understanding of their development throughout the training program. Results: The study results revealed statistically significant differences in the scientific knowledge on Computational Thinking of pre-service primary school teachers in terms of levels and performance on Computational Thinking, between Pre-Intervention, Post-Intervention I, and Post-Intervention II. In addition, they showed that the pre-service teachers improved their scientific knowledge throughout the implementation of the training program. Conclusion: The principal contribution of this study lies in outlining a procedure for assessing the scientific knowledge of pre-service primary school teachers regarding Computational Thinking within the context of initial teacher training.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485166
Database: ERIC
FullText Text:
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  Data: Evaluating Pre-Service Primary School Teachers' Scientific Knowledge on Computational Thinking
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  Data: <searchLink fieldCode="AR" term="%22Rita+Neves+Rodrigues%22">Rita Neves Rodrigues</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8072-8453">0000-0001-8072-8453</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cecília+Costa%22">Cecília Costa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9962-562X">0000-0002-9962-562X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sofia+Gonçalves%22">Sofia Gonçalves</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9893-7875">0000-0002-9893-7875</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernando+Martins%22">Fernando Martins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1812-2300">0000-0002-1812-2300</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025477 2025 18.
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
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  Label: ISSN
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: Computational Thinking is a content that has been integrated into primary education curricula in several countries. Its proper integration into education is not limited to its inclusion in the educational curricula, and teachers and pre-service teachers must develop the necessary knowledge to integrate it into their practices in an appropriate way. This article aims to evaluate the scientific knowledge of pre-service primary school teachers on Computational Thinking during a training program of a primary school context, through the analysis of their Levels of Knowledge and Performance on Computational Thinking across three moments (Pre-Intervention, Post-Intervention I, and Post-Intervention II) of task implementation of a 9- month training program. Materials/methods: This is a mixed-methods study, utilizing both quantitative and qualitative methods to analyze the scientific knowledge on Computational Thinking among 19 pre-service primary school teachers (mean age of 24.47 ± 9.576) enrolled in master's programs in Portugal during the academic year 2023/2024, who constitute the sample of this study. The scientific knowledge on Computational Thinking was evaluated through participants' Levels of Knowledge and Performance, using quantitative analysis across the three moments, complemented by a qualitative component that contextualized and deepened the interpretation of the results, enabling a more comprehensive understanding of their development throughout the training program. Results: The study results revealed statistically significant differences in the scientific knowledge on Computational Thinking of pre-service primary school teachers in terms of levels and performance on Computational Thinking, between Pre-Intervention, Post-Intervention I, and Post-Intervention II. In addition, they showed that the pre-service teachers improved their scientific knowledge throughout the implementation of the training program. Conclusion: The principal contribution of this study lies in outlining a procedure for assessing the scientific knowledge of pre-service primary school teachers regarding Computational Thinking within the context of initial teacher training.
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  Data: 2025
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  Data: EJ1485166
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 37
    Subjects:
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Training
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Portugal
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    Titles:
      – TitleFull: Evaluating Pre-Service Primary School Teachers' Scientific Knowledge on Computational Thinking
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              Y: 2025
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