Abstract
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.
Highlights
Today, with the rapid development of information and communications technology (ICT), ICT and computational thinking (CT) skills are integrated with many educational disciplines and this integration creates new areas of discussion
Pre-service science teachers’ conceptual development levels regarding computational thinking and their views regarding the use of ICT in schools were collected quantitatively
The inclusion of pre-service science teachers in computational problem-solving practices may have increased their self-confidence about ICT use, and they may have developed positive opinions about ICT use in schools
Summary
With the rapid development of information and communications technology (ICT), ICT and computational thinking (CT) skills are integrated with many educational disciplines and this integration creates new areas of discussion. To reading, writing, and arithmetic, we should add computational thinking to every child’s analytical ability.” IEA (International Association for the Evaluation of Educational Achievement) is to evaluate the computer and information literacy (CIL) levels and computational thinking (CT) skills of eighth-grade students through computer-based assessment tools within the scope of the International Computer and Information Literacy Study (ICILS) (Fraillon, Ainley, Schulz, Friedman, & Duckworth, 2019). According to Fraillon et al (2019), CIL refers to a student's ability to use computer technologies to collect and manage information and to generate and change information. CT is defined as the type of thinking used when programming a computer or developing an application for another type of digital device (Fraillon, et al, 2019)
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