Scenarios for Graph Algorithmic Thinking Co-created with Teachers

Bonani, Andrea; Mahlknecht, Giovanni

doi:10.1007/978-3-030-86618-1_5

Cited by 1 publication

(4 citation statements)

References 17 publications

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“…It is known that how computational thinking can be developed in teacher education is a current and much needed topic (Gretter & Yadav, 2016;Tang et al, 2020). There is evidence that trainers seem to lack the necessary knowledge and skill to teach computational skills to prospective teachers (Angeli & Valanides, 2020;Bonani et al, 2022;Yadav et al, 2011;Yadav et al, 2014). In-service teacher education practices are not different at this point.…”

Section: Aspects That Need Improvementmentioning

confidence: 99%

“…In-service teacher education practices are not different at this point. Bonani et al (2022) state that teachers are generally not familiar with computational thinking teaching practices. This research showed that teachers need computational thinking and teaching.…”

Section: Aspects That Need Improvementmentioning

confidence: 99%

“…Highlighting the importance of active involvement of students in thinking processes, Mazak et al ( 2021) defined the roles of teachers in teaching computational thinking skills as guiding students to understand, evaluate and recognize the problem and helping students take steps to solve the problem, whether correct or not. As a matter of fact, it is seen in the literature that in order to improve students' computational thinking skills, techniques such as learning scenarios (Bonani et al, 2022;Mezak & Papak, 2018), game-based programming (Tsalapatas et al, 2012) game mechanics (Hsu & Wang, 2018), multimedia (Milkova, 2015), and scaffolding (Angeli & Valanides, 2020) are used.…”

Section: Aspects That Need Improvementmentioning

confidence: 99%

“…Mezak et al (2021) maintained that children can easily learn computational thinking by using examples from their daily lives, as it is the case in the activities developed for this research. Bonani et al (2022) also posit that non-computerized interventions encourage computational thinking.…”

Section: Aspects That Need Improvementmentioning

confidence: 99%

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

Saltalı

Özmutlu

ERGAN>

et al. 2023

Participatory Educational Research

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This study aimed to conduct an in-depth evaluation of the activity-based computational thinking teaching practices performed to improve computational thinking and teaching skills of the basic education teachers. Based on the aim of the study, the case study design, one of the qualitative research methods, was selected. As a result of the collaborative work of five experts, a 20-hour education program built on two core competencies, four sub-competencies and eight thinking skills was implemented. The participants were 40 teachers, 20 of whom were classroom teachers and 20 of whom were pre-school teachers. Data were collected from three different sources using five data collection tools in order to conduct an in-depth analysis of the practices. Quantitative and qualitative data collection tools were used in a combined fashion in the research. The data were analyzed through content analysis and non-parametric analyses. Our findings revealed that thanks to the teaching practices performed, classroom teachers had significantly higher problem solving, diverse thinking, algorithmic thinking, and computational thinking total scores, while preschool teachers achieved significantly higher total scores in algorithmic thinking skills and computational thinking. It was observed that the participants defined computational thinking on the basis of 18 different thinking skills. The explanations of the participants about the functions of computational thinking skills were grouped under seven categories. When the principles that should be considered in the teaching of computational thinking skills were examined, it was seen that the need for utilizing scaffolds was stated the most.

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