Predicting pre-service teachers’ computational thinking skills using machine learning classifiers

Jin, Hao-Yue; Cutumisu, Maria

doi:10.1007/s10639-023-11642-7

Cited by 3 publications

(1 citation statement)

References 43 publications

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“…However, integration of CT into pedagogical knowledge and skills (Bal et al, 2022), and forming accurate conceptions regarding CT (Mouza et al, 2017) were found to be areas of struggle although the attitudes of pre-service teachers toward CT interventions were mainly positive (Dağ, 2019;Kaya et al, 2019;Mouza et al, 2017). Jin and Cutumisu (2023) Therefore, it is important to understand the challenges pre-service teachers experience while learning programming in the context of CT and take their opinions about these into consideration to be able to design better learning environments.…”

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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