The Effects of Programming Teaching on Pre-Service Teachers' Self-Efficacy Beliefs and Computational Thinking Skills

Abstract

In this study, it was aimed to determine the effects of programming teaching with different programming tools on pre-service elementary mathematics teachers' self-efficacy beliefs towards mathematics teaching and computational thinking skills. The study was conducted in accordance with the mixed research method with 47 university students studying in the Elementary Mathematics Teacher Education Program and taking the "Algorithm and Programming" course for 12 weeks. The findings of the study show that there is a significant relationship between the computational thinking skills of prospective elementary mathematics teachers and their self-efficacy beliefs towards mathematics teaching. In addition, it was determined that there was a significant improvement in pre-service elementary mathematics teachers' computational thinking skills and their self-efficacy beliefs towards mathematics teaching with programming teaching in which different programming tools were used. In the last part of the article, various suggestions are presented for researchers who want to work in this field.