1. Computational thinking infusion as transformative teaching: investigating content area teacher perspectives and practices
- Author
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Jocius, Robin, Albert, Jennifer, O’Byrne, W. Ian, Joshi, Deepti, Robinson, Richard, and Blanton, Melanie
- Abstract
ABSTRACTBackground and ContextUsing a transformative learning framework, this qualitative study examines the perspectives and practices of 70 middle and high school content area teachers who attended two or more summer professional development workshops.ObjectiveThis study describes how teachers’ disciplinary perspectives and backgrounds influence their understanding of CT infusion and their implementation of CT-infused lessons.MethodData sources for this qualitative comparative case study analysis included: retrospective video reflections, implementation surveys, post-PD surveys, and instructional materials.FindingsAnalysis revealed differences in terms of disorienting dilemmas teachers faced, shifts in their frames of reference, the form of classroom CT infusion, and their integration of specific CT concepts.ImplicationsThis study contributes a comparative analysis of how teachers from different content areas come to understand CT infusion and implement CT-infused pedagogical practices to support their disciplinary teaching. Findings indicate the importance of including all teachers, STEM and non-STEM, in CT infusion efforts.
- Published
- 2024
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