Computer Science Teachers' Perceptions, Beliefs and Attitudes on Computational Thinking in Greece

Fessakis, Georgios; Prantsoudi, Stavroula

doi:10.15388/infedu.2019.11

Cited by 50 publications

(34 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The Technology Acceptance Model (TAM) (Davis, 1989 ) has been widely used in educational technology contexts, including ER; for example, it has been used to analyze teachers’ responses to open-ended questions to identify and determine their views regarding the perceived usefulness and perceived ease-of-use of floor-robots as a classroom technological tool (Casey et al, 2020 ). It has also been used to examine Computer Science teachers’ perceptions, beliefs, and attitudes on Computational Thinking (Fessakis & Prantsoudi, 2019 ). Subsequent to the Technology Acceptance Model (TAM) and its derived variations, the literature suggests the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al, 2003 ) to measure teachers’ perceptions because this model integrates the previous TAM variations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

Schina

Valls

Borrull-Riera

et al. 2021

Int J Educ Technol High Educ

View full text Add to dashboard Cite

Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

Schina

Valls

Borrull-Riera

et al. 2021

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…Furthermore, understanding the principles of coputational thinking emerged as another important knowledge and skills need. CS teachers shared their needs for professional development programs to learn and implement the principles of computational thinking in their CS classes (Fessakis & Prantsoudi, 2019). In terms of curriculum, CS teachers reported needs for more resources for content delivery and assessment (Sentance & Csizmadia, 2016).…”

Section: Teachers' Challenges and Needs In Cs Educationmentioning

confidence: 99%

Secondary Computer Science Teachers’ Pedagogical Needs

Sadık

Ottenbreit-Leftwich

Brush

2020

IJCSES

View full text Add to dashboard Cite

The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.

show abstract

“…Recognizing the importance of introduction of CT in primary school, the path towards this goal has many challenges, e. g. curriculum design and implementation, inservice and pre-service teacher training [23] due to novelty and possible misconceptions of CT, e.g. [18].…”

Section: Introductionmentioning

confidence: 99%

Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

Dagienė

Jevsikova

Stupurienė

et al. 2022

ComSIS

View full text Add to dashboard Cite

Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.

show abstract

Computer Science Teachers' Perceptions, Beliefs and Attitudes on Computational Thinking in Greece

Cited by 50 publications

References 25 publications

An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

Secondary Computer Science Teachers’ Pedagogical Needs

Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

Contact Info

Product

Resources

About