Exploring the Computational Thinking Teaching Efficacy Beliefs of Pre-service Elementary Teachers including Undergraduate and Graduate Students

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Authors

Fariha Ali, George Mason University, United States ; Ezgi Yesilyurt, Weber State University, United States ; Hasan Deniz, University of Nevada, Las Vegas, United States ; Eter Mjavanadze, Erdogan Kaya, George Mason University, United States

Society for Information Technology & Teacher Education International Conference, Mar 25, 2024 in Las Vegas, Nevada, United States ISBN 978-1-939797-76-6

Abstract

This study explores the changes in pre-service elementary teachers’ (PSTs) computational thinking (CT) teaching efficacy beliefs after participating in CT modules integrated into an elementary science teaching methods course. The rise of computer science and technology emphasizes the necessity of incorporating CT into K-12 education, yet teachers often lack confidence in their ability to teach this relatively new concept. Previous research indicates that interventions can improve teachers’ self-efficacy, which is found to be crucial for effective teaching. Our research aims to examine the CT teaching efficacy beliefs of PSTs, including undergraduate and graduate students. Using a modified Computational Thinking Teaching Efficacy Beliefs Instrument (CTTEBI), we measured PSTs’ self-efficacy beliefs before and after the intervention. The intervention included activities with educational robotics, coding puzzles, unplugged CT activities, Zoombinis CT game, and Scratch projects. The participants included 35 PSTs who had no previous programming or CT experience. The results indicated a significant improvement in PSTs’ personal computational thinking teaching efficacy post-intervention, reflecting an increased confidence in their ability to teach CT. However, the increase in teaching outcome expectancy was not statistically significant. This study underscores the importance of interventions integrating practical and hands-on experience in enhancing PSTs’ CT self-efficacy beliefs.

Citation

Ali, F., Yesilyurt, E., Deniz, H., Mjavanadze, E. & Kaya, E. (2024). Exploring the Computational Thinking Teaching Efficacy Beliefs of Pre-service Elementary Teachers including Undergraduate and Graduate Students. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 288-298). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/p/223949.