Measuring Computational Thinking Preconceptions: Analysis of a Survey for Pre-Service Teacher’s’ Conceptions of Computational Thinking
Tuesday, March 22 4:35-4:55 PM Location: Verelst
Abstract: Computational thinking (CT) has been suggested as a fundamental 21st century skill for students to learn. A key to embedding computational thinking in the classrooms is developing teacher knowledge on how to incorporate CT. Preservice teacher education provides an opportune time to train future teachers about computational thinking; however, we know little about pre-service teachers’ conceptions and beliefs regarding computational thinking. This study examined pre-service teachers’ conceptions of computational thinking and attitudes towards computing. One hundred thirty-one preservice teachers enrolled in a teacher education program at a large Midwestern university completed a survey. The survey data was analyzed to identify any factors and gain insight into pre-service teachers’ existing beliefs about computational thinking.