Teacher Feedback on Delivering Computational Thinking in Primary School

Bell, Tim; Duncan, Caitlin; Atlas, James

doi:10.1145/2978249.2978266

Cited by 10 publications

(6 citation statements)

References 3 publications

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“…This is not surprising given research suggesting special education teachers are already asked to do so in terms of roles and responsibilities, which many contribute to being one of the reasons special education teachers leave the field (Hagaman & Casey, 2018). The reflections further highlight the mix of feelings preservice teachers may feel regarding CT/CS based on their confidence level and general understanding of computing ideas (Bell et al, 2016; Cateté et al, 2018).…”

Section: Discussionmentioning

confidence: 98%

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

Bouck

Sands

Long

et al. 2021

Teacher Education and Special Education: The Journal of the Tea

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Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

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Section: Discussionmentioning

confidence: 98%

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

Bouck

Sands

Long

et al. 2021

Teacher Education and Special Education: The Journal of the Tea

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“…Through either route students train to teach a broad range of subjects since primary teachers are normally expected teach across most subjects in the curriculum to their class, although within the training programme they would normally would have the opportunity to specialise. On all routes, student teachers spend a minimum of 24 weeks in school (DfE, n.d.) Although primary teachers would appear to be in a strong position to teach integrated engineering projects because they normally teach across all areas of the curriculum (Pope, 2019) a frequently cited barrier to doing this is PSTs' lack of content knowledge, not only in engineering but in the actual STEM subjects they are training to teach, such as technology (Avsec and Sajdera, 2019;Bencze, 2010;Lee et al 2020;McRobbie et al 2000), science (Radloff and Capobianco, 2019) and computing (Bell et al 2016). This leaves them feeling unprepared to teach engineering (Bir et al 2017;Coppola, 2019), despite their awareness of its importance (Bir et al 2017;Kurup et al 2019;Margot and Kettler, 2019).…”

Section: Pre-service Primary Teachers' Preparation For Engineering Educationmentioning

confidence: 99%

“…CT includes thought processes such as abstraction, algorithms, troubleshooting and debugging, pattern recognition, problem decomposition and simulations and it has been suggested that engineering design and CT can be complementary (Ehsan et al 2020). But again, many primary teachers will lack relevant expertise to teach the subject confidently (Bell et al 2016) or equate computing with technology (Lee et al 2020).…”

Section: Pre-service Primary Teachers' Preparation For Engineering Educationmentioning

confidence: 99%

Developing pre-service primary teachers’ understanding of engineering through engineering habits of mind and engagement with engineers

Hanson

Hardman

Luke

et al. 2021

Int J Technol Des Educ

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This paper explores how primary teachers might be prepared through their pre-service training to feel more confident to include engineering in their teaching. Prompted by concerns about young people’s lack of interest in STEM subjects and careers, engineering is gradually gaining visibility in the primary curriculum in several forms, particularly through integrated STEM programmes. However, the status of engineering relative to science, technology and mathematics remains contested in schools and engineering has low visibility in pre-service preparation programmes for primary teachers. Therefore, this case-study investigated how two strategies might give students learning to be primary technology, computing and science teachers greater confidence to introduce the concept of engineering into their teaching. By reframing engineering as engineering habits of mind and by giving students experience of engaging with practising engineers, the study found that it was possible to enhance primary trainee teachers’ understanding of the world of engineering and increase their confidence to introduce engineering habits of mind in lessons with primary children. The paper concludes with some implications for practice of this approach.

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“…In recent years, growing attention has been given to integrating programming instruction in elementary school (Allsop, 2019;Bell, Duncan, et al, 2016;Bell, Witten, et al, 2016;Duncan et al, 2017). For example, Hainey and colleagues (2019) utilized a novel approach called games-based construction learning (GBCL) to teach programming concepts in upper elementary school.…”

Section: Programming Learning At An Early Agementioning

confidence: 99%

Use Hopscotch to Develop Positive Attitudes Toward Programming For Elementary School Students

Wang

2021

IJCSES

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With the advancement in technology and the emphasis on computer science education, there has been a strong push for more widespread programming instruction at K-12 and higher education levels. Existing research has mostly focused on students at the secondary and post-secondary levels. Little work has involved students at the elementary school age, which has been considered a critical age to cultivate an interest in programming. The current study aimed to investigate the effects of a block-based programming interface (e.g., Hopscotch) on elementary school students’ attitudes toward programming. In this study, eighteen elementary school students in 4th -5th grades participated in a programming curriculum for about seven weeks in the US. A survey on attitude toward programming was distributed before and after the curriculum, to explore the change in attitudes toward programming. Students’ perception toward the block-based programming interface (e.g., Hopscotch) was also examined after the curricular activities. Students’ activities in lessons and artifacts from the culminating project were observed. The findings indicated that elementary school students had a positive perception of programming in the block-based programming interface. Also, the block-based programming activities contributed to more positive attitudes toward programming. Implications and limitations of the study were discussed.

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Teacher Feedback on Delivering Computational Thinking in Primary School

Cited by 10 publications

References 3 publications

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

Developing pre-service primary teachers’ understanding of engineering through engineering habits of mind and engagement with engineers

Use Hopscotch to Develop Positive Attitudes Toward Programming For Elementary School Students

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