Algorithmic Thinking Skills without Computers for Prospective Computer Science Teachers

Abstract

Algorithmic Thinking (AT) skills may be considered one of the necessary skills for everyone in the new century. Individuals and societies live in a time when they cannot avoid using information communication technologies (ICT). Hence, they need to be ICT literate. Teachers shall play an important role both for individuals and societies to address this need. However, are they ready to play such a role? This paper presents a suggestion for teacher training to help teachers how to play the role. The paper suggests including an elective course under the title AT into the computer science teacher training curricula and aims to present the course, progress and views of the students who took the course. A mixed-method approach was followed for the current study. The study was carried out with the participation of sixth-semester students of a Computer Education and Instructional Technology Department of an Education Faculty who may be considered prospective computer science teachers. Twenty-eight students were enrolled in the elective AT course offered for the period. Within the scope of the study, development of the course curriculum, instructional process of the course and evaluation of the course, in line with students' views and exam scores, are presented. Findings of the research suggest that the students find the Algorithmic Thinking course helpful for them to acquire some algorithmic thinking skills as well as some other academic and life-related thinking abilities. Also, the course may be considered as a necessary course particularly for the training process of computer science teachers. In addition, the students think that the offered course was effective and beneficial.

Situational judgment test measures administrator computational thinking with factor analysis

“…Berland defines CTS as "the ability to think using a computer as a tool" [5]. In today's digitally and computationally-driven professional world, CTS holds significant importance, as Guler stated, "computational thinking skills are considered as qualifications that today's individuals should have in order to cope with the situations they face and may encounter" [33]. Therefore, improving these skills is of high urgency, as relying on technology without mastering its underlying skills may be insufficient [13].…”

“…Recently, [37] described five components of CTS: i) problemsolving, ii) pattern recognition, iii) abstraction (i.e., generalizing recurring patterns), iv) algorithm design for solutions, and v) solution evaluation (i.e., debugging). Guler herself stated that CTS is generally related to abstraction, modeling, and programming utilization [33]. Özgen Korkmaz also stated that algorithmic thinking, cooperativity, creativity, critical thinking, and problem-solving are integral parts of CTS [16].…”

“…Table 7 shows the results of the factor loading analysis for each item studied. As a discussion point, CTS is not merely about thinking using a computer or engaging in programming [3], [41], [42] but it is a way of thinking to solve problems using computer technology or similar means [33]. CTS is closely related to using and utilizing technology to address and benefit from the challenges faced.…”

“…Errors in developing the plan can lead to complexity or chain reactions that result in more significant issues and losses for various parties. Therefore, it is reclassified into the algorithmic thinking (AT) component since AT can be described as high-level intellectual actions involving understanding the situation, finding systematic and generalizable solutions to problems, examining the accuracy and efficiency of the solutions, and expressing these solutions step by step [33].…”

An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study

“…However, in order for students to acquire this important skill, teachers need to have in-depth knowledge of teaching computational thinking (Hodhod et al, 2016). When the literature is examined, it is seen that some program development studies have been carried out on this subject (Angeli et al, 2016;Güler, 2021). In this context, it is important to underline the need to conduct teaching practice development studies, an example of which is this research.…”