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11-04-2023

Supporting Elementary Teachers’ Technological, Pedagogical, and Content Knowledge in Computational Thinking Integration

Authors: Feiya Luo, Stephen Abiodun Ijeluola, Jill Westerlund, Amanda Walker, André Denham, John Walker, Cherelle Young

Published in: Journal of Science Education and Technology | Issue 4/2023

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Abstract

As more states in the USA require elementary schools to offer computer science (CS) education, teachers are expected to master the knowledge and skills to teach CS by integrating computational thinking (CT) into content areas. This study presented a research-practice partnership approach to support elementary teachers in a local school district with CT integration. Professional development (PD) followed the technological, pedagogical, and content knowledge (TPACK) framework, and three elementary teachers’ PD and classroom implementation experiences were examined and reported as a multiple case study. Interviews, observations, and teacher artifacts and reflections were collected and analyzed. The cross-case analysis revealed that the teachers (1) had an improved understanding of how CS/CT connects with content areas and how to make alignments across content standards, (2) demonstrated concrete strategies for designing and implementing CT-integrated instruction with various coding tools, and (3) provided students with engaging and inclusive learning experiences using a range of pedagogies. The paper discussed the implications for CS education at the elementary level.

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Metadata
Title
Supporting Elementary Teachers’ Technological, Pedagogical, and Content Knowledge in Computational Thinking Integration
Authors
Feiya Luo
Stephen Abiodun Ijeluola
Jill Westerlund
Amanda Walker
André Denham
John Walker
Cherelle Young
Publication date
11-04-2023
Publisher
Springer Netherlands
Published in
Journal of Science Education and Technology / Issue 4/2023
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI
https://doi.org/10.1007/s10956-023-10045-0

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