Developing pre-service teachers’ computational thinking: a systematic literature review

Dong, Wu; Li, Yongjie; Sun, Lihui; Liu, Yiran

doi:10.1007/s10798-023-09811-3

Cited by 11 publications

(8 citation statements)

References 62 publications

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“…The positive trend associated with increased PST I in ER peaked in M3. These results are similar to those reported by other studies in which I in ER increased after an intervention that integrated ER (Alqahtani et al, 2022;Dong et al, 2023;Román-Graván et al, 2020). Evidence suggests that there was also an increase in PST I in STEM professions (Q26 and Q27), as also found in previous studies (Kuhl et al, 2019;Miller & Nourbakhsh, 2016).…”

Section: Interestsupporting

confidence: 91%

“…As previously mentioned, results from Tzagaraki et al (2022) suggest that obtaining ER-related training increases teachers' I in ER. As can be found in similar studies achieving comparable results (Dong et al, 2023), we consider that participation in this intervention integrating ER into ITT contributed to the improvement in PST I in ER.…”

Section: Interestsupporting

confidence: 79%

“…When it comes to ER, it is important to design ITT programs in a way that enables PST to experience the integration of ER in practical and contextualized situations, similar to any other technology (Huang & Zbiek, 2017). Dong et al (2023) argue that interventions with ER in ITT promote I, development of computational thinking skills, as well as PST perceived SE in the use of ER.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…ER is a subject of growing interest (I) in the scientific community (Anwar et al, 2019;Benitti, 2012;Jung & Won, 2018;López-Belmonte et al, 2021;Oliveira et al, 2023;Sapounidis et al, 2023;Toh et al, 2016;Xia & Zhong, 2018) in areas as diverse as the use of social robots in classrooms (Smakman et al, 2022;Woo et al, 2021), music teaching (Martinez-Roig et al, 2023) or to promote curricular integration (El-Hamamsy et al, 2021;Kim, 2019;Sapounidis & Alimisis, 2021). Integration of ER in classroom settings has the potential to promote meaningful learning (Athanasiou et al, 2019;Zhong & Xia, 2020), such as in the development of computational thinking skills (Dong et al, 2023;Louka & Papadakis, 2023), STEM subjects (Kim et al, 2015;Sapounidis et al, 2023), physics (Addido et al, 2023) and mathematics (Zhong & Xia, 2020), with a growing number of countries 2 / 24 including ER as an optional component in the curriculum (Mangina et al, 2023). Yet Arocena et al's (2022) systematic review shows that few studies take place within the classroom, with the majority linked to after-school activities, although many of the interventions are aimed at future implementation in classroom settings.…”

Section: Introductionmentioning

confidence: 99%

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Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Silva,

Costa,

Martins

2024

EURASIA J Math Sci Tech Ed

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This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.

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Section: Interestsupporting

confidence: 91%

Section: Interestsupporting

confidence: 79%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Silva,

Costa,

Martins

2024

EURASIA J Math Sci Tech Ed

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“…In the last few years there has been considerable attention on the innovations in the research of scientific education and more emphasis on the computational thinking (CT) training of pre-service teachers (PST). Dong et al (2023) conducted a systematic literature review on 38 papers published from 2011 to 2021 on preservice CT of teachers. Lessons learned classified training paths for PSTs helping with the development of CT skills, in correlation with the factors that influence CT and CT ability.…”

Section: Literature Reviewmentioning

confidence: 99%

Innovations in science education: A bibliometric exploration of trends and future directions

Kondrashev,

Sokolova,

Zaripova

et al. 2024

EURASIA J Math Sci Tech Ed

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This article carries out a bibliometric research review to present the evolving landscape of innovations in science education. The study acknowledges the dynamism of the contemporary educational practices and uses the bibliometric analyses for identification of trends, assessment of impacts of scholarly outputs, and mapping the future directions in the field of science education innovation. Starting with a review of the standard bibliometric indicators, e.g., citation analysis and co-authorship, the review lays down the theoretical basis for the understanding of the scientific impact of the innovations in science education. The analysis, moreover, consists of identifying thematic foci and emerging topics through keyword mapping, which together present a holistic picture of the intellectual map of the field. The review points to seminal works and trends, demonstrating the nature of interdisciplinarity in research in science education innovation. By the analysis of collaborative networks and research hotspots the research not only demonstrates the present status of the field, but also predicts its future directions, which could help researchers and educators at the same time. Also, as a retrospective tool, the article explores the general relevance of bibliometric insights for educators, administrators, and other researchers. It highlights the application of bibliometrics in evidence-based decision-making, curricula design and international collaboration, because it is common knowledge that it can trigger the great revolution in innovative science education. This bibliometric review generates useful outcomes, which are beneficial to academic discussions and provide guidelines for future research efforts as a key reference for researchers who would like to have a deep, general overview of the innovations in science education.

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Fostering computational thinking through digital storytelling: a distinctive approach to promoting computational thinking skills of pre-service teachers

Haşlaman,

Mumcu,

Uslu

2024

Educ Inf Technol

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The present study illustrates digital storytelling (DS) as an open-ended learning environment, which is one of the ways of preparing pre-service teachers (PST) to practice computational thinking (CT) in their future teaching. An 8-week teacher training program was organized and presented. The study aims to investigate the program’s impact on the PST's CT skills, CT-integrated DS design skills, and their perspectives. A study group of fifty-two second-year PSTs took part in the Instructional Technologies course. An embedded mixed-method design was used. The CT scale was used as a pre-test and post-test to examine the development of the PST’s CT skills for quantitative data collection. The qualitative data comprise the CT-integrated DS projects developed by the PST during the training and the reflection reports they wrote at the end of the training. The paired samples t-test was used in the analysis of quantitative data. The DS projects were evaluated using the rubrics with the story/storyboard, DS, and CT skills dimensions. Reflection reports were analyzed using thematic analysis. The findings revealed a significant improvement in the PST’s CT skills after the training program. The qualitative findings show the PST’s perspectives on CT definitions, the perceived benefits of CT and DS, and the use of DS to promote CT. The qualitative findings also present evidence for the CT-integrated DS design skills of the PST. Therefore, the study presents early findings showing that CT components could be integrated with DS and used in teacher education effectively without any pressure to use programming tools. The study also shows how DS is gradually integrated with the CT components as a suggestion for future studies.

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Developing pre-service teachers’ computational thinking: a systematic literature review

Cited by 11 publications

References 62 publications

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Innovations in science education: A bibliometric exploration of trends and future directions

Fostering computational thinking through digital storytelling: a distinctive approach to promoting computational thinking skills of pre-service teachers

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