Scratch teachers' perceptions of teaching computational thinking with school subjects in a constructionist approach

Abstract

In recent years, there has been increasing interest in integrating Computational Thinking (CT) into elementary schools. However, few studies have focused on teachers’ perceptions. This study aims to examine teachers' perceptions to bridge the gap between theory and practice. The study analysed teachers’ perceptions of integrating CT into school subjects through the constructionist approach, using Scratch a leading programming platform inspired by Resnick's Lifelong Kindergarten Constructionist model. Over a school year, 31 teachers participated in a professional development program and applied this model in their classrooms. The teachers were interviewed to capture their perceptions of learning and teaching using a constructionist method. The findings revealed that teachers with creative arts experience fully embraced the model, while others partially adopted it. Teachers recognized the benefits of constructionist teaching in fostering creativity, motivation, and engagement among students. However, they struggled with balancing these benefits with school demands and constraints. Challenges included managing time effectively within constraints of school and ensuring curriculum alignment. Despite this, many teachers found that the constructionist approach positively impacted students' learning engagement and personal development. By addressing the identified challenges, teacher education designers, curriculum developers, and schools can develop practices for closing the gap between theory and practice.