评估教师在科技教育中如何使用计算机编程的知识

IF 3.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Science Education and Technology Pub Date : 2024-08-16 DOI:10.1007/s10956-024-10145-5

Niklas Karlsen, Ellen Karoline Henriksen, Katarina Pajchel

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引用次数: 0

摘要

编程和计算思维已被引入多个国家的课程，也与科技教育有关。因此，让职前教师为在科学教育中使用编程做好准备是一项重要而有意义的任务。本文旨在描述哪些知识可能与将在科技教育中使用编程的教师相关，并提出一份问卷来帮助评估这些知识。建议的问卷可用于跟踪教师随时间推移的发展情况，并确定教师需要更多知识的领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Assessing Teachers’ Knowledge of How to Use Computer Programming in Science and Technology Education

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Assessing Teachers’ Knowledge of How to Use Computer Programming in Science and Technology Education

Programming and computational thinking have been introduced into the curricula of several countries, also in relation to science and technology education. Preparing pre-service teachers for using programming in science education is therefore an important and relevant task. The purpose of this article is to describe what knowledge may be relevant for teachers who are to use programming in science and technology education and to propose a questionnaire to aid in assessing this knowledge. The proposed questionnaire can be used for tracking development over time and for identifying areas where teachers need more knowledge.

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来源期刊

Journal of Science Education and Technology EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

9.40

自引率

4.50%

发文量

审稿时长

6-12 weeks

期刊介绍： Journal of Science Education and Technology is an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address the intersection of science education and technology with implications for improving and enhancing science education at all levels across the world. Topics covered can be categorized as disciplinary (biology, chemistry, physics, as well as some applications of computer science and engineering, including the processes of learning, teaching and teacher development), technological (hardware, software, deigned and situated environments involving applications characterized as with, through and in), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology plays an ever-increasing role in our understanding and development of science disciplines, in the social relationships among people, information and institutions, the journal includes it as a component of science education. The journal provides a stimulating and informative variety of research papers that expand and deepen our theoretical understanding while providing practice and policy based implications in the anticipation that such high-quality work shared among a broad coalition of individuals and groups will facilitate future efforts.