STEM teaching intention and computational thinking skills of pre-service teachers

Günbatar, Mustafa Serkan; Bakırcı, Hasan

doi:10.1007/s10639-018-9849-5

Cited by 35 publications

(22 citation statements)

References 18 publications

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“…Across the various faculties and universities, and in order to reduce the gender gap in STEAM careers, we have to train students in/with robotics related skills in all disciplines. Additionally, in this way, promote learning centred on the student, on his or her interests, and on the demands of society, using innovative methods; and, promoting critical training, in order to develop active and co-participating citizens in today's society [16,17].…”

Section: Educational Roboticsmentioning

confidence: 99%

Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study

et al. 2020

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The use of technology, which is linked to active learning strategies, can contribute to better outcomes in Mathematics education. We analyse the conditions that are necessary for achieving an effective learning of Mathematics, aided by a robotic platform. Within this framework, the question raised was “What are the conditions that promote effective active math learning with robotic support?” Interventions at different educational scenarios were carried in order to explore three educational levels: elementary, secondary, and high school. Qualitative and quantitative analyses were performed, comparing the control and treatment groups for all scenarios through examinations, direct observations, and testimonials. The findings point to three key conditions: level, motivation, and teacher training. The obtained results show a very favourable impact on the attention and motivation of the students, and they allow for establishing the conditions that need to be met for an effective relationship between the teacher and the technological tool, so that better learning outcomes in Mathematics are more likely to be obtained.

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Section: Educational Roboticsmentioning

confidence: 99%

Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study

et al. 2020

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“…Twenty first century skills which are identified as collaboration, digital literacy, critical and creative thinking, and problem-solving considered certainly to be connected with the competencies believed to be taught by schools to help students succeed in today's world (Motallebzadeh, Ahmadi, & Hosseinnia 2018). STEM teaching intentions can be defined as the voluntariness of teacher candidates to use STEM-based teaching in their lessons and to claim to have a teaching style propped up a multidisciplinary approach (Günbatar & Bakırcı, 2019). Attitude can be defined as an individual's (or a group's) developing a positive, negative, or neutral emotion towards an object, a state or a behavior (Pryor, Pryor, & Kang, 2015).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

Çeliker

2020

JEI

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The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers’ perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was used. The participants of the research are 66 fourth-grade pre-service science teachers in the south-west of Turkey. The 21st-century skills and competencies scale and an integrative STEM teaching intentions questionnaire, and a STEM attitudes scale were used as a pre-test and post-test. Pre-service teachers designed projects using engineering design processes to solve the problems in the scenarios given to them. In the analysis of the data, paired-samples t-test and Wilcoxon Signed Rank Test were applied using SPSS-21. The results show that designing a scenario-based STEM project certainly contributed to the 21st-century skills competence perceptions, STEM teaching intentions, and STEM attitudes of pre-service science teachers.

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“…The study of Kong et al (2020) presents the design, implementation, and evaluation of a teacher development program for CT in relation to programming for inservice primary school teachers. The work of Günbatar and Bakırcı (2018) aims to examine the Science, Technology, Engineering and Mathematics (STEM) teaching intention of science and primary school pre-service teachers in terms of CT skill and some other related variables, including to understand the relationship between STEM teaching intention and CT skills for preservice teachers. Finally, the study of Monjelat and Lantz-Andersson (2019) explores primary education teachers' participation in programming practices.…”

Section: Related Workmentioning

confidence: 99%

Computational thinking in computer science teacher training courses in Brazil: A survey and a research roadmap

Menolli

Neto

2021

Educ Inf Technol

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The adoption of computational thinking in the classroom has been growing in the last years. Its use needs to be supported by the correct digital technologies and teaching methods, and for this, is required, capable teachers. This work aims to understand how computational thinking is addressed by Computer Science Teacher Education courses in Brazil, and which digital technologies and teaching methods are used to foster it. A survey was conducted, and a roadmap was built. Main obtained results are: Common and accessible technologies, used in everyday life, can help promote computational thinking; Researchers and teachers can explore the list of technologies surveyed and categorized to promote computational thinking; Teachers can analyze the teaching methods used and understand how these methods are applied in the teaching process; The teachers and researchers can use and explore the best technologies identified in the paper, to foster each computational thinking characteristic. Moreover, it is essential to enhance the knowledge about computational thinking, to apply the correct digital technologies and teaching methods in its promotion.

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STEM teaching intention and computational thinking skills of pre-service teachers

Cited by 35 publications

References 18 publications

Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study

Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

Computational thinking in computer science teacher training courses in Brazil: A survey and a research roadmap

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