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

被引：1
作者：
Karlsen, Niklas [1 ]
Henriksen, Ellen Karoline [1 ]
Pajchel, Katarina [1 ]
机构：
[1] OsloMet Oslo Metropolitan Univ, Dept Primary & Secondary Teacher Educ, St Olavs Plass,POB 4, N-0130 Oslo, Norway
来源：
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY | 2025年 / 34卷 / 01期
关键词：
TPACK; Scale development; Pre-service teacher; Science education; Programming; PEDAGOGICAL CONTENT KNOWLEDGE; EXPLORATORY FACTOR-ANALYSIS; COMPUTATIONAL THINKING; PRESERVICE TEACHERS; SAMPLE-SIZE; ASSESSMENT INSTRUMENT; TPACK; VALIDATION; CONSTRUCT;
D O I：
10.1007/s10956-024-10145-5
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：45 / 57
页数：13
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