Developing computational thinking among preservice teachers

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Qwerty Pub Date : 2022-06-01 DOI:10.30557/qw000049

M. Peracaula-Bosch, Juan González-Martínez

引用次数: 0

Abstract

Training pre-service teachers in their own computational thinking is critical to building with them the discourse of CT didactics and its inclusion in the classroom with children in kindergarten and primary education. This research raises possible solutions and offers the results of an intervention carried out with 37 students in the 2nd year of the bachelor’s degree in Education. An intensive CT proposal, through a Scratch project, allows all students to reach a sufficient level of CT, regardless of their previous experience and initial level. All students improve their mastery of CT skills: Those who have a lower initial level can develop it from the ground up; those who already have a high level at the beginning improve their efficiency in solving questions where they have to mobilize CT.

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培养职前教师的计算思维

培训职前教师培养他们自己的计算思维对于与他们一起建立CT教学话语并将其纳入幼儿园和小学教育的课堂至关重要。本研究提出了可能的解决方案，并提供了对37名教育学士学位二年级学生进行干预的结果。一个密集的CT建议，通过Scratch项目，允许所有学生达到足够的CT水平，无论他们以前的经验和初始水平如何。所有学生都提高了对CT技能的掌握程度:那些初始水平较低的学生可以从头开始发展;那些一开始就有高水平的人在解决问题时提高了他们的效率，他们需要调动CT。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Qwerty COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

2.40

自引率

15.40%

发文量

期刊介绍： Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.