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Education and Information Technologies

Erschienen in:

25.01.2020

Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction

verfasst von: Kathryn M. Rich, Aman Yadav, Rachel A. Larimore

Erschienen in: Education and Information Technologies | Ausgabe 4/2020

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Abstract

Incorporating computational thinking (CT) ideas into core subjects, such as mathematics and science, is one way of bringing early computer science (CS) education into elementary school. Minimal research has explored how teachers can translate their knowledge of CT into practice to create opportunities for their students to engage in CT during their math and science lessons. Such information can support the creation of quality professional development experiences for teachers. We analyzed how eight elementary teachers created opportunities for their students to engage in four CT practices (abstraction, decomposition, debugging, and patterns) during unplugged mathematics and science activities. We identified three strategies used by these teachers to create CT opportunities for their students: framing, prompting, and inviting reflection. Further, we grouped teachers into four profiles of implementation according to how they used these three strategies. We call the four profiles (1) presenting CT as general problem-solving strategies, (2) using CT to structure lessons, (3) highlighting CT through prompting, and (4) using CT to guide teacher planning. We discuss the implications of these results for professional development and student experiences.

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Titel: Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction
verfasst von: Kathryn M. Rich
Aman Yadav
Rachel A. Larimore
Publikationsdatum: 25.01.2020
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 4/2020
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-020-10115-5

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