Computational Concepts, Practices, and Perspectives in K-8 Computer Science Teaching Readiness

Autor/in	McCune, Jacqueline Christiane
Titel	Computational Concepts, Practices, and Perspectives in K-8 Computer Science Teaching Readiness
Quelle	(2023), (452 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9271-0
Schlagwörter	Hochschulschrift; Dissertation; Computation; Thinking Skills; Computer Science Education; Elementary School Teachers; Middle School Teachers; Readiness; Teacher Competencies; Faculty Development; Computer Attitudes; Knowledge Base for Teaching; Nevada + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Denkfähigkeit; Computer science lessons; Informatikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	The purpose of this qualitative descriptive study was to understand how K-8 teachers in Nevada describe computational concepts, practices, and perspectives preparation in making them ready to teach computer science. Brennan and Resnick's computational thinking served as the theoretical framework for this study. Four research questions guided this study: (1) How do K-8 teachers in Nevada describe computational concepts in making them ready to teach computer science?; (2) How do K-8 teachers in Nevada describe computational practices in making them ready to teach computer science?; (3) How do K-8 teachers in Nevada describe computational perspectives in making them ready to teach computer science?; and (4) How do K-8 teachers in Nevada describe the "collective" role of computational concepts, practices, and perspectives in making them ready to teach computer science? Data was collected via questionnaire (n = 41) and semi-structured interviews (n = 16). The sample included licensed K-8 teachers in Nevada who completed computational thinking or computer science professional development. Nine themes were identified through thematic analysis: (1) building conceptual understanding; (2) understanding computational thinking; (3) skills in computer science; (4) confusion between EdTech and computer science; (5) beliefs/feelings about computer science; (6) computational perspectives in computer science; (7) connections and influences of computer science education; (8) preparation to teach computer science; and (9) describing computer science education. Study findings suggest that K-8 teachers have some conceptual knowledge, but fall behind in pedagogical knowledge, which contributes to refinement of teacher programs to increase computer science teaching readiness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01