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Holistic STEAM Education Through Computational Thinking: A Perspective on Training Future Teachers

  • Arnold PearsEmail author
  • Erik Barendsen
  • Valentina Dagienė
  • Vladimiras Dolgopolovas
  • Eglė Jasutė
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11913)

Abstract

Computational thinking (CT) skills are argued to be vital to preparing future generations of learners to be productive citizens in our increasingly technologically sophisticated societies. However, teacher education lags behind policy in many countries, and there is a palpable need for enhanced support for teacher education in CT. This paper addresses this gap, establishing an intellectual framework with which to explore the manner in which CT can be inculcated in compulsory school students. Drawing on a deeper awareness of the broader societal and cultural context of the activities we introduce a new approach to designing teacher education. The novelty of our approach is that training computation thinking is framed as an integrative element rather than as a separate study subject. This approach provides better articulation between Engineering and Science oriented subjects and Arts, providing supporting methods to develop the professional skills of student-teachers.

Keywords

Computational thinking Integration Culture STEAM Compulsory schooling Teacher training 

Notes

Acknowledgements

Some ideas in this paper are part of the outcomes of NordPlus Higher Education project NPHE-2019/10157. The main modules will be developed with the framework of the Erasmus+ project “Future Teachers Education: STEAM and Computational Thinking”, 2019-1-LT01-KA203-060767.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.KTH Royal Institute of TechnologyStockholmSweden
  2. 2.Radboud University and Open UniversityNijmegenThe Netherlands
  3. 3.University of Vilnius Institute of Educational SciencesVilniusLithuania

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