TEACHERS' PERCEPTIONS AND INTENTIONS ABOUT INTEGRATING COMPUTATIONAL THINKING INTO SCIENCE INSTRUCTION

This study explored teachers' perceptions of integrating computational thinking in South African science classrooms using the Technology Acceptance Model (TAM). This research adopted a combination of informal discussions and closed and open-ended questions to elicit responses from fifty science teachers in an education circuit in Johannesburg, South Africa, via a google form. Responses from the open-ended questions and informal discussions were analysed using content analysis, and data from the structured questions were analysed using correlation analysis. It was found that teachers demonstrated a positive perception towards the integration of CT in their science classrooms but lacked appropriate technological knowledge and technological pedagogical to teach the concepts of CT in science lessons, affecting their CT teaching efficacy beliefs. The findings of the study revealed a strong positive correlation between teachers' interest in CT and behavioural intention (r = 0.539), perceived ease of use of CT with behavioural intention (r = 0.543), perceived usefulness of CT with behavioural intention (r = 0.599), and a moderate positive correlation between teachers' attitude and behavioural intention (r = 0.312). However, there was no statistically significant relationship between teachers' self-efficacy and behavioural intention. Based on these findings, it is recommended that teachers engage in practical training programs that will provide them with the pedagogical experience needed to develop their self-confidence in using CT concepts and practices to teach science. Besides that, teacher education programs need to introduce students to the knowledge of CT and provide learning experiences that can promote the development of teachers' interest, knowledge and efficacy in using CT to teach science content.