Der Zusammenhang emotionaler Kosten bei Grundschullehramtsstudierenden mit ihrer informatischen Problemlösekompetenz

Computational thinking as an aspect of informatic problem-solving is considered to be an increasingly important competence. Computational thinking can already be fostered in primary school children, but its teaching in primary school remains sparse. A possible reason might be primary school teachers’ uncertainty regarding computer science and programming. Therefore, we developed a university course to teach the implementation of computational thinking to primary school student teachers with the goal of reducing possible emotional costs such as anxiety. Within this framework, we examined interindividual differences in informatic problem solving and logical thinking as prerequisites for reduction in these emotional costs. 70 students participated in the study with pre- and a post-assessment. A multiple regression showed that students’ emotional costs remained unchanged, however, informatic problem solving had a negative influence. Students with higher informatic problem solving competencies reported lower emotional costs. Logical thinking had no effect. The results indicate that students’ anxiety should be considered when eaching computational thinking.