Abstract
This paper reports the analysis of data from five different studies to identify predictors of preservice, early childhood teachers’ views of (a) the nature of coding, (b) integration of coding into preschool classrooms, and (c) relation of coding to fields other than computer science (CS). Significant changes in views of coding were predicted by time, prior robot programming experience, and perceptions of the value of coding. Notably, prior programming knowledge and positive perceptions of mathematics predicted decreases in views of coding from pre- to post-survey.
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