You are here:

Computational Thinking in Elementary and Secondary Teacher Education
ARTICLE

, , , ,

ACM Transactions on Computing Education Volume 14, Number 1, ISSN 1946-6226

Abstract

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.

Citation

Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S. & Korb, J.T. (2014). Computational Thinking in Elementary and Secondary Teacher Education. ACM Transactions on Computing Education, 14(1),. Retrieved August 21, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.