Examination of Turkish Middle School STEM Teachers' Knowledge about Computational Thinking and Views Regarding Information and Communications Technology

Autor/inn/en	Bati, Kaan; Ikbal Yetisir, Mehmet
Titel	Examination of Turkish Middle School STEM Teachers' Knowledge about Computational Thinking and Views Regarding Information and Communications Technology
Quelle	In: Computers in the Schools, 38 (2021) 1, S.57-73 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2021.1882206
Schlagwörter	Middle School Teachers; STEM Education; Knowledge Level; Technological Literacy; Teacher Competencies; Teacher Attitudes; Teacher Characteristics; Computer Science; Thinking Skills; Skill Development; Technology Integration; Information Technology; Intellectual Disciplines; Teaching Experience; Educational Attainment; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; STEM; Wissensbasis; Technisches Wissen; Lehrkunst; Lehrerverhalten; Informatik; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Informationstechnologie; Geisteswissenschaften; Bildungsabschluss; Bildungsgut; Ausland; Türkei
Abstract	Over the past two decades, the integration of computational thinking, as well as information and communications technology within educational programs, has gained importance. A primary obstacle to integrating computational thinking into teaching and learning is the level of teachers' knowledge, skills, and perceptions related to this topic. This study aimed to determine the views of science, technology, engineering, and math (STEM) teachers regarding using information and communications technology within their teaching, emphasizing computational thinking within lessons, and conceptually developing levels of computational thinking skills. Another aim was to examine whether these variables differed according to educational discipline, teaching experience, and graduation factors. Data collection was conducted via an online questionnaire completed by participating teachers. One hundred twenty-one (121) teachers from 38 middle schools (34 public and 4 private) in seven different cities in the Republic of Turkey participated. An "F" test was used to determine whether selected scales, translated from an ICILS 2018 Teacher Questionnaire, differentiated according to educational discipline, teaching experience, and/or graduation factors. Pearson correlation coefficients were calculated to determine relationships between variables used in data collection. Results indicated that teachers need a sufficient level of education and guidance regarding incorporating information and communications technology into their lessons as well as how to consistently use these tools within their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01