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Computational Thinking: Constructing the Perceptions of Pre-service Teachers from Various Disciplines

  • Ragonis Noa
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11169)

Abstract

In the last two decades, educators have been following the terminology of Computational Thinking first posed by Wing. Different viewpoints and commentaries have been adopted, and accordingly course syllabi and learning materials were developed, particularly for K-12. The field has become a mandatory part of the curriculum in various countries, even for preschool age. The paper presents an academic course for pre-service teachers with the main aim to facilitate and instruct students in the process of building their understanding and interpretation of Computational Thinking, in the context of teaching their own discipline. The course pedagogical approach emphasizes the adoption of Computational Thinking while identifying significant, non-trivial, computational processes in different disciplines. The course model was implemented with three pre-service teacher populations studying for their teaching certificate in: (1) sciences for high school; (2) humanities and social sciences for high school; and (3) various disciplines for elementary school. The course allows future teachers to experience for themselves learning activities that are recommended for implementation with their future students. The course pedagogical approach and rationale are presented, followed by detailed course structure and learning assignments. The teaching, learning, and assessment approach yielded impressive achievements, although not without obstacles and difficulties. The details of the course presentation enable its implementation with different populations of pre-service and in-service teachers, and can also be implemented in schools.

Keywords

Computational Thinking (CT) Teachers preparation Active learning Simulation of computational process 

Notes

Acknowledgments

We wish to acknowledge all the students who participated in the three courses. They are groundbreakers in being the first to experience that academic course. Students overcame their obstacles since they trusted the route before them, despite the “bumps” along the way.

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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Beit Berl CollegeKfar SabaIsrael
  2. 2.Technion Israel Institute of TechnologyHaifaIsrael

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