Results from quantitative analyses revealed a pattern of increasing teachers' self-efficacy for teaching science and CT in a computationally rich environment over the administrations of the instrument. Skillings-Mack and repeated-measures correlation tests were run on the quantitative data, and the qualitative data were analyzed thematically. As a follow-up, interviews and writing reflections were collected after they took the instruments. The teachers took questionnaires on science and CT teaching efficacy beliefs four times: before and after the workshop and before and after they taught. They then implemented the curriculum they learned and obtained from the workshop in their classrooms. A total of eleven Indonesian middle school science teachers (seven in-service and four pre-service) participated in a CT-integrated science instruction workshop.
Framed using Bandura's Social Cognitive Theory, this study investigated the changes and sources of changes of Indonesian teachers' self-efficacy for teaching science and CT and looking at whether the two constructs are correlated. Such an approach may influence teachers' self-efficacy for teaching science which may also be associated with their self-efficacy for teaching CT. The inclusion of computational thinking (CT) into science curricula has advocated implementing a computationally rich science learning environment where students learn science via building models in a computer programming platform. Consequently, the validity and reliability of a Turkish tool measuring teaching efficacy beliefs for computational thinking skills were confirmed. According to the results, the two-factor (Factor1: T-STEM CT self-efficacy, Factor2: T-STEM CT outcome expectancy) and thirteen-item structure had an acceptable fit with the data. Various validity and reliability methods were used to validate the scale.
It was carried out by selecting for application purposes and a convenient sampling method. The participants of this study consisted of 168 teachers from different branches working in K-12 schools.
The original scale consists of a 5-point Likert scale and 13 items. (2021), into Turkish and to carry out validity and reliability studies of this scale. This study aims to adapt the T-STEM CT scale, developed by Boulden et al. Although the idea that K-12 teachers should teach students CT skills in an interdisciplinary context is heavily expressed, there is a need for a measurement tool in Turkish that measures teachers' self-efficacy in this regard. In addition, teachers who have engaged with CT during the intervention seem to use CT-related practices more often in the classroom afterward.Ĭomputational thinking (CT) skills are accepted as fundamental literacy. It was shown the program was able to create initial awareness of the meaning and importance of CT. At the beginning of the program, about two-thirds of the participating teachers were completely unfamiliar with the term CT, nevertheless, interest in the new topic was high. The first results of the ongoing survey indicate high satisfaction with both the program itself and the online CT module. To identify the perceptions and development of the participants of the training program and the online module on CT a within-subject design was used with a questionnaire survey, conducted with a pre-post-follow-up design. As part of the digital phases, an interactive online self-learning module on CT was introduced to foster transdisciplinary competencies in the field of STEM to solve complex problems. The redesigned program was offered in a blended-learning format, consisting of alternating digital and face-to-face phases. Thus, in our study, we redesigned an in-service teacher training program.
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Yet, there are only a few professional development programs that address STEM teachers and how to integrate CT. Particularly, the STEM (Science, Technology, Engineering, and Mathematics) subjects are seen as a meaningful context for embedding CT. Therefore, schools and teachers should integrate CT into their instructional practices. Over the last two decades, computational thinking (CT) has gained importance in discussions about competencies that students require to deal with complex problems in a world shaped by digitalization.