Integration of Python into Science Teacher Education, Developing Computational Problem Solving and Using Information and Communication Technologies Competencies of Pre-service Science Teachers
This study reports the findings of a program that aims to develop pre-service science teachers’ computational problem-solving skills and views on using information and communications technology in science education. To this end, pre-service science teachers were trained on computational thinking, co...
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| Veröffentlicht in: | Informatics in education 2022, Vol.21 (2), p.235-251 |
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| description | This study reports the findings of a program that aims to develop pre-service science teachers’ computational problem-solving skills and views on using information and communications technology in science education. To this end, pre-service science teachers were trained on computational thinking, computational problem solving, designing an algorithm, and Python coding, and then they were asked to solve problem situations determined within the science education program using the computational problem-solving process. The study was conducted in a faculty of education in Turkey and carried out conducted in an elective course in the spring semester of the 2019 - 2020 academic year (in an online platform due to the Covid-19 Pandemic). 38 pre-service science teachers were included in the study. In this process, pre-service science teachers’ conceptual development levels regarding computational thinking and their views regarding the use of ICT in schools were collected quantitatively. The development of computational problem-solving skills of pre-service science teachers was scored by a rubric developed in this study. According to the analyzes, pre-service science teachers increased knowledge of computational thinking (t = -5,969, p = .000), enhanced views regarding the use of ICT in schools (t = -2,436, p = .020), and developed computational problem-solving skills (χ2(2) = 9.000, p = 0,011). These findings have the potential to provide evidence on how computational problem-solving skills can be integrated into science teacher education programs. |
| doi_str_mv | 10.15388/infedu.2022.12 |
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To this end, pre-service science teachers were trained on computational thinking, computational problem solving, designing an algorithm, and Python coding, and then they were asked to solve problem situations determined within the science education program using the computational problem-solving process. The study was conducted in a faculty of education in Turkey and carried out conducted in an elective course in the spring semester of the 2019 - 2020 academic year (in an online platform due to the Covid-19 Pandemic). 38 pre-service science teachers were included in the study. In this process, pre-service science teachers’ conceptual development levels regarding computational thinking and their views regarding the use of ICT in schools were collected quantitatively. The development of computational problem-solving skills of pre-service science teachers was scored by a rubric developed in this study. According to the analyzes, pre-service science teachers increased knowledge of computational thinking (t = -5,969, p = .000), enhanced views regarding the use of ICT in schools (t = -2,436, p = .020), and developed computational problem-solving skills (χ2(2) = 9.000, p = 0,011). These findings have the potential to provide evidence on how computational problem-solving skills can be integrated into science teacher education programs.</description><identifier>ISSN: 1648-5831</identifier><identifier>EISSN: 2335-8971</identifier><identifier>DOI: 10.15388/infedu.2022.12</identifier><language>eng</language><publisher>Vilnius: Vilniaus Universiteto Leidykla</publisher><subject>Algorithms ; Coding ; Computation ; computational problem solving ; Computational Thinking ; COVID-19 ; Education ; Educational technology ; Elective Courses ; Foreign Countries ; ICT Information and Communications Technologies ; information and communications technology ; Information Technology ; Preservice Teachers ; Problem Solving ; Programming ; Programming Languages ; python ; Science education ; Science Instruction ; science teacher education ; Science Teachers ; Scores ; Scoring Rubrics ; Skill Development ; Skills ; Teacher education ; Teacher Education Programs ; Teacher Improvement ; Teachers ; Technology Integration</subject><ispartof>Informatics in education, 2022, Vol.21 (2), p.235-251</ispartof><rights>2022. 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To this end, pre-service science teachers were trained on computational thinking, computational problem solving, designing an algorithm, and Python coding, and then they were asked to solve problem situations determined within the science education program using the computational problem-solving process. The study was conducted in a faculty of education in Turkey and carried out conducted in an elective course in the spring semester of the 2019 - 2020 academic year (in an online platform due to the Covid-19 Pandemic). 38 pre-service science teachers were included in the study. In this process, pre-service science teachers’ conceptual development levels regarding computational thinking and their views regarding the use of ICT in schools were collected quantitatively. The development of computational problem-solving skills of pre-service science teachers was scored by a rubric developed in this study. According to the analyzes, pre-service science teachers increased knowledge of computational thinking (t = -5,969, p = .000), enhanced views regarding the use of ICT in schools (t = -2,436, p = .020), and developed computational problem-solving skills (χ2(2) = 9.000, p = 0,011). These findings have the potential to provide evidence on how computational problem-solving skills can be integrated into science teacher education programs.</abstract><cop>Vilnius</cop><pub>Vilniaus Universiteto Leidykla</pub><doi>10.15388/infedu.2022.12</doi><tpages>17</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Algorithms Coding Computation computational problem solving Computational Thinking COVID-19 Education Educational technology Elective Courses Foreign Countries ICT Information and Communications Technologies information and communications technology Information Technology Preservice Teachers Problem Solving Programming Programming Languages python Science education Science Instruction science teacher education Science Teachers Scores Scoring Rubrics Skill Development Skills Teacher education Teacher Education Programs Teacher Improvement Teachers Technology Integration |
| title | Integration of Python into Science Teacher Education, Developing Computational Problem Solving and Using Information and Communication Technologies Competencies of Pre-service Science Teachers |
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