Abstract
This article communicates the results of a Danish survey study conducted in 2018 that aimed to examine initiatives relating to computational thinking in primary and lower-secondary schools, as well as the professional development of teachers and the perceptions of school principals in this area. The context is an increasing interest in this field, motivated by a sense that it is important for children to learn computational thinking skills. However, educators struggle with questions regarding what computational thinking in education actually is—and consequently, how they should teach and assess it. In this survey, we wanted to explore existing practices and current situations to find out what school principals regard as important; thus, we designed an electronic questionnaire on this topic. 98 principals started the survey, and 83 completed it. Our analysis suggests that many initiatives connected to computational thinking are currently being implemented, but according to the principals taking part, teachers are not trained to teach this subject. The principals have inclusive views and focus on broad aspects of what computational thinking involves. According to them, computational thinking is not about pushing students into computing careers; rather it is about supporting the well-rounded development of human beings in a free and democratic society. However, the principals do report limited understanding of this subject, which suggests that teachers are not the only ones in need of training—principals also need help to develop a culture and mindset around this subject and implement it efficiently into schools.
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Notes
The sampling method is specified in Jung and Carstens (2013).
The figures have been rounded off, so the total is not always 100%.
Danish compulsory education.
In this article, the term didactics is based on Nordic educational traditions, defined as knowledge and skills relating to teaching processes, e.g. professional factors concerning learning intentions, students’ learning process, settings, conditions, content, and assessment. We distinguish between general and subject-specific didactics.
Verb used to describe a person with Bildung. Bildung (a German word, in Danish: dannelse) is a holistic and humanistic approach to public education and its content which has long-standing traditions in Danish and other Nordic countries. In our view, it encompasses the individual, social and cultural development of the whole child, which is reflected in the legislation relating to what the Folkeskole should be concerned with (e.g. students developing into active citizens with social competences and the ability to understand and take part in the democratic processes as well as their individual overall development as human beings).
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Appendix: Questionnaire
This is a translation of the original Danish version of the questionnaire.
Appendix: Questionnaire
Introduction
Study of the focus of Danish schools on computational thinking
We would like to ask for your help in answering 8–10 questions regarding your school’s focus on computational thinking. The questionnaire is the first step of a research project linked to ICILS 2018, which aims to gain a deeper understanding of the ICILS results.
Thank you very much for your time and help!
Part I: Technology initiatives in your school
Part II: Teachers’ professional development
Part III: Your conceptions of computational thinking
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Caeli, E.N., Bundsgaard, J. Computational thinking in compulsory education: a survey study on initiatives and conceptions. Education Tech Research Dev 68, 551–573 (2020). https://doi.org/10.1007/s11423-019-09694-z
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DOI: https://doi.org/10.1007/s11423-019-09694-z