Computational Thinking in Elementary and Secondary Teacher Education

被引：282

作者：

Yadav, Aman ^{[1
]}

Mayfield, Chris ^{[2
]}

Zhou, Ninger ^{[1
]}

Hambrusch, Susanne ^{[3
]}

Korb, John T. ^{[3
]}

机构：

[1] Purdue Univ, Dept Educ Studies, W Lafayette, IN 47907 USA

[2] Purdue Univ, W Lafayette, IN 47907 USA

[3] Purdue Univ, Dept Comp Sci, W Lafayette, IN 47907 USA

来源：

ACM TRANSACTIONS ON COMPUTING EDUCATION | 2014年 / 14卷 / 01期

基金：

美国国家科学基金会;

关键词：

Experimentation; Measurement; Computational thinking; teacher education; teaching/learning strategies;

D O I：

10.1145/2576872

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Computational thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone. To ensure that students develop this ability at the K-12 level, it is important to provide teachers with an adequate knowledge about CT and how to incorporate it into their teaching. This article describes a study on designing and introducing computational thinking modules and assessing their impact on preservice teachers' understanding of CT concepts, as well as their attitude towards computing. Results demonstrate that introducing computational thinking into education courses can effectively influence preservice teachers' understanding of CT concepts.

引用

页数：16

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