東華大學圖書館 |

Pulling the Plug on Computational Thinking: Preparing Inservice Science Teachers to Bring CT to Their Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pulling the Plug on Computational Thinking: Preparing Inservice Science Teachers to Bring CT to Their Students./
Author:	Kite, Vance Jeffery.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	215 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
Contained By:	Dissertations Abstracts International83-05B.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28747820
ISBN:	9798494449528

Pulling the Plug on Computational Thinking: Preparing Inservice Science Teachers to Bring CT to Their Students.
Kite, Vance Jeffery.

Pulling the Plug on Computational Thinking: Preparing Inservice Science Teachers to Bring CT to Their Students. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 215 p.

Source: Dissertations Abstracts International, Volume: 83-05, Section: B.

Thesis (Ph.D.)--North Carolina State University, 2021.

This item must not be sold to any third party vendors.

Computational thinking (CT) is described as a set of cognitive practices engaged when using computing technology to solve complex problems. Recently, CT has been advanced as a component of the 21st Century Skills which are foundational to ALL students' success in the digital era. Historically, CT has been taught in computer science (CS) classes through computer programming. For a variety of reasons (e.g. inadequate access to technology, pressure from state testing regimes, a reduced number of computing classes, teachers without a background in CS), this approach has restricted marginalized communities' access to these fundamental skills.Growing recognition of the importance of CT for all students has motivated multiple stakeholders to pursue broad CT access by integrating CT into K-12 core curricula. While there has been exponential growth in the number of CT-focused studies published in the last five years, only a handful of this work has focused on CT integration with disciplinary curricula and scholars have recognized the absence of a consensus framework to guide CT/content integration as problematic. Additionally - though a number of scholars have highlighted technology-related barriers to programming-based CT interventions - the vast majority of the small body of CT integration literature is built around approaches that require students to use technology to write computer code.As is the case with most educational reforms, realization of high-quality implementations of new approaches to instruction depends on preparing both preservice and inservice teachers to bring new practices to their students. While research on CT/content integration is emergent, investigation of professional support programs for inservice teachers is nascent. Similar to the existing body of CT integration literature relating to classroom implementation and student learning, all of the extant studies of computational thinking professional development (CT-PD) for teachers are based on educators learning various technologies and programming languages. This emphasis on programming-focused interventions is in spite of the fact that the literature on CT-PD and CT integration frequently identifies access to technology and teacher discomfort with programming/technology as significant barriers to successful CT/content integration.Understanding that the importance of CT/science integration was highlighted through CT's inclusion as one of eight essential science practices outlined in the Next Generation Science Standards (NGSS). Recognizing the absence of research on both preparing inservice science teachers to integrate CT with their science curriculum and unplugged approaches to CT/science integration, my dissertation addresses a single question through three interlocking studies. The central question guiding my dissertation is How does professional development focused on process-based, unplugged strategies for integrating computational thinking with science curriculum affect inservice science teachers' ability to bring CT-infused science to their students? Study one uses a statewide survey of inservice science teachers to investigate the educators' understanding of CT and perceived barriers to CT/science integration, and to gather their suggestions for the design of CT-PD. Study two draws on insights gleaned from the first study and teacher professional development literature to discuss the design, implementation, and effectiveness of a weeklong CT-PD for inservice science teachers that focused on a processbased and unplugged approach to CT/science integration. Study three examines the PD teachers' implementation of process-based, unplugged, CT-infused science lessons in their classrooms.Findings from this dissertation reveal that (1) secondary science teachers view their lack of CT understanding as a primary barrier to CT/science integration; (2) a process-based and unplugged approach to CT/science integration significantly enhances secondary science teachers' CT understanding and self-efficacy in CT/science integration; (3) secondary science teachers' teaching context is a primary moderator of their implementation of CT-infused science activities.

ISBN: 9798494449528Subjects--Topical Terms:

517098
Teaching.

Pulling the Plug on Computational Thinking: Preparing Inservice Science Teachers to Bring CT to Their Students.
LDR:05415nmm a2200373 4500 001 2345606
005 20230119160032.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798494449528
035 $a (MiAaPQ)AAI28747820
035 $a (MiAaPQ)NCState_Univ18402038898
035 $a AAI28747820
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kite, Vance Jeffery. $3 3684573
245 1 0 $a Pulling the Plug on Computational Thinking: Preparing Inservice Science Teachers to Bring CT to Their Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 215 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
500 $a Advisor: Barnes, Tiffany;Blanchard, Margaret;Wiebe, Eric;Park, Soonhye.
502 $a Thesis (Ph.D.)--North Carolina State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Computational thinking (CT) is described as a set of cognitive practices engaged when using computing technology to solve complex problems. Recently, CT has been advanced as a component of the 21st Century Skills which are foundational to ALL students' success in the digital era. Historically, CT has been taught in computer science (CS) classes through computer programming. For a variety of reasons (e.g. inadequate access to technology, pressure from state testing regimes, a reduced number of computing classes, teachers without a background in CS), this approach has restricted marginalized communities' access to these fundamental skills.Growing recognition of the importance of CT for all students has motivated multiple stakeholders to pursue broad CT access by integrating CT into K-12 core curricula. While there has been exponential growth in the number of CT-focused studies published in the last five years, only a handful of this work has focused on CT integration with disciplinary curricula and scholars have recognized the absence of a consensus framework to guide CT/content integration as problematic. Additionally - though a number of scholars have highlighted technology-related barriers to programming-based CT interventions - the vast majority of the small body of CT integration literature is built around approaches that require students to use technology to write computer code.As is the case with most educational reforms, realization of high-quality implementations of new approaches to instruction depends on preparing both preservice and inservice teachers to bring new practices to their students. While research on CT/content integration is emergent, investigation of professional support programs for inservice teachers is nascent. Similar to the existing body of CT integration literature relating to classroom implementation and student learning, all of the extant studies of computational thinking professional development (CT-PD) for teachers are based on educators learning various technologies and programming languages. This emphasis on programming-focused interventions is in spite of the fact that the literature on CT-PD and CT integration frequently identifies access to technology and teacher discomfort with programming/technology as significant barriers to successful CT/content integration.Understanding that the importance of CT/science integration was highlighted through CT's inclusion as one of eight essential science practices outlined in the Next Generation Science Standards (NGSS). Recognizing the absence of research on both preparing inservice science teachers to integrate CT with their science curriculum and unplugged approaches to CT/science integration, my dissertation addresses a single question through three interlocking studies. The central question guiding my dissertation is How does professional development focused on process-based, unplugged strategies for integrating computational thinking with science curriculum affect inservice science teachers' ability to bring CT-infused science to their students? Study one uses a statewide survey of inservice science teachers to investigate the educators' understanding of CT and perceived barriers to CT/science integration, and to gather their suggestions for the design of CT-PD. Study two draws on insights gleaned from the first study and teacher professional development literature to discuss the design, implementation, and effectiveness of a weeklong CT-PD for inservice science teachers that focused on a processbased and unplugged approach to CT/science integration. Study three examines the PD teachers' implementation of process-based, unplugged, CT-infused science lessons in their classrooms.Findings from this dissertation reveal that (1) secondary science teachers view their lack of CT understanding as a primary barrier to CT/science integration; (2) a process-based and unplugged approach to CT/science integration significantly enhances secondary science teachers' CT understanding and self-efficacy in CT/science integration; (3) secondary science teachers' teaching context is a primary moderator of their implementation of CT-infused science activities.
590 $a School code: 0155.
650 4 $a Teaching. $3 517098
650 4 $a Core curriculum. $3 3559991
650 4 $a Science education. $3 521340
650 4 $a Science teachers. $3 628055
650 4 $a Demographics. $3 3540640
650 4 $a Continuing education. $3 527504
650 4 $a Curriculum development. $3 684418
650 4 $a Demography. $3 614991
650 4 $a Education. $3 516579
650 4 $a Sociology. $3 516174
650 4 $a Statistics. $3 517247
690 $a 0714
690 $a 0651
690 $a 0727
690 $a 0938
690 $a 0515
690 $a 0626
690 $a 0463
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 83-05B.
790 $a 0155
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28747820