Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6585
Title: Teaching Computational Thinking in K-9 :Tensions at the Intersection of Technology and Pedagogical Knowledge
Authors: Pargman, Teresa Cerratto
Tedre, Matti
Davidsson, Mattias
Milrad, Marcelo
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Pargman, T. C., Tedre, M., Davidsson, M., & Milrad, M. (2020). Teaching Computational Thinking in K-9 :Tensions at the Intersection of Technology and Pedagogical Knowledge. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2409-2410). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This work draws attention to the question of how in-service teachers learn to teach computational thinking and programming across subjects in K-9 education. Drawing on qualitative analyses of 298 reflective notes provided by 120 in-service teachers attending a professional development program, we pay attention to the following emergent themes: i)developing an understanding of the subject of computational thinking in K-9, ii)connecting programming with the teachers’ own subject matters, iii)understanding the purpose of teaching computational thinking. These themes point at the importance of scaffolding in-service teachers to learn to program with educational materials, tools and programming environments but also with a sound and inspirational pedagogy that addresses the fundamental questions of: what, how and why programming and computational thinking should be part of the compulsory school curriculum?
URI: https://doi.dx.org/10.22318/icls2020.2409
https://repository.isls.org//handle/1/6585
Appears in Collections:ICLS 2020

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