Investigating Computational Thinking Self-Efficacy Beliefs of Pre-Service Elementary Teachers

Kaya, Erdoğan; Yeşilyurt, Ezgi; Newley, Anna; Deniz, Hasan

doi:10.18260/1-2--30721

Cited by 4 publications

(11 citation statements)

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“…The STEBI-A consists of 25 items measured on a five-point Likert scale to examine two constructs (13 self-efficacy [SE] items and 12 expected outcome [EO] items) related to in-service educators’ teaching of science. The SE items reflect educators’ beliefs about their teaching effectiveness, and the OE items reflect beliefs regarding their teaching having an influence on students' understanding (Kaya et al, 2020 ). Riggs and Enochs ( 1990 ) found the STEBI-A to have strong internal consistency reliability and construct validity measures for both the SE and EO constructs.…”

Section: Methodsmentioning

confidence: 99%

“…Riggs and Enochs ( 1990 ) found the STEBI-A to have strong internal consistency reliability and construct validity measures for both the SE and EO constructs. Moreover, the STEBI-A has been found to have strong reliability and validity measures when modified for use in biology (Agu & Ramsey, 2018 ), CS (Kaya et al, 2020 ), and integrated science and T&E education studies (Love, 2017a , b , 2022 ; Love et al, 2022b ). For this study, minor modifications were made to some of the STEBI-A items to examine participants’ SE and EO related to teaching: (a) biomedical science concepts and (b) CT concepts.…”

Section: Methodsmentioning

confidence: 99%

“…They found that the modified STEBI-A was both a reliable and valid instrument for measuring teacher efficacy by conducting Cronbach’s alpha and principal component analyses (Agu & Ramsey, 2018 ). The STEBI-A was also modified by Kaya et al ( 2020 ) to examine educators’ efficacy toward teaching CT concepts. They discovered that introducing CT practices, such as building robots, increased preservice elementary teachers’ CT self-efficacy (Kaya et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The STEBI-A was also modified by Kaya et al ( 2020 ) to examine educators’ efficacy toward teaching CT concepts. They discovered that introducing CT practices, such as building robots, increased preservice elementary teachers’ CT self-efficacy (Kaya et al, 2020 ). The findings from these studies suggest that by applying Bandura’s theory to enhance science and T&E educators’ efficacy toward teaching biomedical and physical computing concepts, one can anticipate greater integration and increased competence in the teaching of these crosscutting concepts.…”

Section: Literature Reviewmentioning

confidence: 99%

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Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Love

Cysyk²,

Attaluri³

et al. 2022

J Sci Educ Technol

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Programming and automation continue to evolve rapidly and advance the capabilities of science, technology, engineering, and mathematics (STEM) fields. However, physical computing (the integration of programming and interactive physical devices) integrated within biomedical contexts remains an area of limited focus in secondary STEM education programs. As this is an emerging area, many educators may not be well prepared to teach physical computing concepts within authentic biomedical contexts. This shortcoming provided the rationale for this study, to examine if professional development (PD) had a noticeable influence on high school science and technology and engineering (T&E) teachers’ (1) perceptions of teaching biomedical and computational thinking (CT) concepts and (2) plans to integrate physical computing within the context of authentic biomedical engineering challenges. The findings revealed a significant difference in the amount of biomedical and CT concepts that teachers planned to implement as a result of the PD. Using a modified version of the Science Teaching Efficacy Belief Instrument (STEBI-A) Riggs and Enochs in Science Education, 74 (6), 625–637 ( 1990 ), analyses revealed significant gains in teachers’ self-efficacy toward teaching both biomedical and CT concepts from the PD. Further analyses revealed that teachers reported increases in their perceived knowledge of biomedical and CT concepts and a significant increase in their intent to collaborate with a science or T&E educator outside of their content area. This study provides implications for researchers and educators to integrate more biomedical and physical computing instruction at the secondary education level.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Love

Cysyk²,

Attaluri³

et al. 2022

J Sci Educ Technol

View full text Add to dashboard Cite

show abstract

“…Several studies that incorporated a stand-alone CT training or a course oriented towards CT were identified (Albayrak & Özden, 2021;Bal et al, 2022;Butler & Leahy, 2021;Dağ, 2019;Kaya et al, 2019;Mouza et al, 2017;Umutlu, 2022). Their duration varied from 7 to 15 weeks.…”

Section: Ct Interventions and Programming Instruction In Teacher Educ...mentioning

confidence: 99%

A Qualitative Case Study: Pre-service Teachers as Novice Programmers

ŞENER,

UMUTLU

2024

Journal of Computer and Education Research

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To meet the needs of 21st-century learners in today’s classrooms, it is needed that teachers be familiar with programming and computational thinking. Particularly, subject-area pre-service teachers should be exposed to programming instruction in their teacher education programs. This case study including three participants aims to explore the process of pre-service teachers’ learning of programming while completing CT-oriented tasks through observations and interviews in a 14-week educational technology course at a public university in Turkey. The findings demonstrate that pre-service teachers, being novice programmers, prefer contextualized, structured and visually well-designed programming tasks. They use various strategies to face challenges, and the effort they put into dealing with these challenges enables them to produce higher-quality programs. Accordingly, implications for further research are also discussed in this study.

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Getting a grip on how we talk about computational practices in science in settings of teacher learning

Farris,

McLaughlin

2024

Computer Assisted Learning

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BackgroundScience teachers' understanding of the roles of computing practices in science frame how they enact scientific computational practices in their teaching and how their students perceive the relationship between computational practices and scientific endeavours.ObjectivesThis critical, integrative review synthesizes teacher learning literature about the role of computational literacy and computing practices in K‐12 science teaching.MethodsWe examined 54 peer‐reviewed articles and analysed the ways the researchers and teacher participants describe the affordances of integrating computational thinking (CT) and other computational practices in science. We characterize how CT and computational practices are framed in relation to scientific learning goals. We identify six primary affordances for integrating computational practices with science that are conveyed to teachers and by teachers, as represented in these studies of teacher learning.Results and ConclusionsThese six perspectives include (1) learning computer science principles, (2) developing CT dispositions, (3) engagement and inclusion in science, (4) taking ownership of science, (5) supporting learning science content, and (6) participating in computational practice as a form of scientific epistemic practice. Our analysis indicates that computational thinking and computational practices are often integrated in science in order to teach something about computing (e.g., Perspective 1), rather than to support learners' scientific work. Only the 29 articles coded for the sixth perspective—that is, in service of epistemic aims in science—demonstrate commitment to students' uses of computational ideas and practices as epistemic tools to participate in the sensemaking work of science.TakeawaysComparison of Perspectives 5 and 6 illustrates the nuance between computational practices in science that reify something students have already “figured out,” rather than those that serve epistemic goals. Perspective 6 encapsulates the deep synergy among (1) the reflexive nature of computing with scientific ideas and (2) computing as a central practice in science and engineering. We contend that a more focused message of computational practices in service of scientific sensemaking goals is necessary if we expect teachers to enact CT and related computational practices in their classrooms.

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Investigating Computational Thinking Self-Efficacy Beliefs of Pre-Service Elementary Teachers

Cited by 4 publications

References 0 publications

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

A Qualitative Case Study: Pre-service Teachers as Novice Programmers

Getting a grip on how we talk about computational practices in science in settings of teacher learning

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