Reference : Factors Affecting the Implementation of Computational Thinking in the Curriculum
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/48689
Factors Affecting the Implementation of Computational Thinking in the Curriculum
English
Hennico, Jeff [MENJE > SCRIPT]
Reuter, Robert mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Weinberger, Armin [Saarland University]
24-Nov-2021
Yes
No
International
15th Annual Conference of the European Association for Practitioner Research on Improving Learning
from 24-11-2021 to 26-11-2021
EAPRIL
Online
[en] Beliefs and conceptions of learning ; Beliefs and conceptions of teaching ; Curricula ; Primary school education
[en] Computational thinking (CT) in fundamental education is an emerging topic in research about educational policies and practices around the globe. In Luxembourg, CT was introduced as a learning topic in fundamental schools in 2020. This situation offers a unique opportunity to investigate how various factors influence emerging CT teaching practices. Based on a revised version of the Technology Acceptance Model (Inan & Lowther, 2010), a research-based path model of CT teaching was developed, emphasising the influence of teachers’ beliefs and readiness on CT teaching practices. It investigated the effects of demographic factors, teaching approaches, ICT proficiency, previous CT experience, and overall support for technology integration on readiness, beliefs, and CT teaching practices. The current study reveals that teachers are interested in teaching CT. However, they hold a widespread misconception (Fessakis & Prantsoudi, 2019), confusing CT with programming or technology use. ICT proficiency is indeed associated with beliefs about CT and readiness for teaching CT. Readiness for teaching CT, beliefs about CT, and previous CT experience are the strongest predictors for CT teaching practices. In line with Cuny et al. (2010), the current study highlights the importance of training teachers to accurately define CT and to identify good practices.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/48689
https://eapril.org/sites/default/files/2021-11/book_of_abstracts_54-4.pdf

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