Aman Yadav

Computational Thinking in Elementary and Secondary Teacher Education

Computational thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone. To ensure that students develop this ability at the K-12 level, it is important to provide teachers with an adequate knowledge about CT and how to incorporate it into their teaching. This article describes a study on designing and introducing computational thinking modules and assessing their impact on preservice teachers’ understanding of CT concepts, as well as their attitude towards computing. Results demonstrate that introducing computational thinking into education courses can effectively influence preservice teachers’ understanding of CT concepts.

Computational thinking in compulsory education: Towards an agenda for research and practice

Computational Thinking is considered a universal competence, which should be added to every child’s analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert’s work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.

Expanding computer science education in schools: understanding teacher experiences and challenges

Abstract The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better understand their experiences and challenges encountered in the classroom. This study investigated U.S. CS teachers’ perspectives on the demands of teaching computer science and support needed to ensure quality teaching. Results suggested that teachers face a number of challenges, including isolation, lack of adequate computer science background, and limited professional development resources.

Learning to teach computer science: the need for a methods course

A multipronged approach to preparing computer science teachers is critical to success.

Cambridge Handbook of Engineering Education Research: Case Studies in Engineering

What Are Case Studies? What are “cases” or “case studies”? Cases are narratives that present real-life scenarios/problems and allow students to experience how professionals address problems encountered in the field. Cases have three main elements: (1) they are based on real-life events or realistic situations that allow students to experience problems they are not likely to encounter first-hand; (2) they present both contextual and technical information that is based on careful research and study; (3) they may present no clear-cut solutions to allow students to develop multiple perspectives (Merseth, 1994). Hence, cases mimic real-world scenarios that engage students in solving authentic problems and experiment within the safe confines of a classroom (Demarco, Hayward, & Lynch, 2002). The use of case studies has a long and effective history in business, law, and medical fields to teach students the complexities and ill-structured nature of those disciplines (Herreid, 2007; Mayo, 2004). Case-based teaching dates back to 1870, when Christopher Langdell, a law professor, argued that using actual legal cases was the best way to study law (Garvin, 2003). Langdell stated that using cases would develop students’ understanding “via induction from a review of those appellate court decisions in which the principles first took tangible form” (Garvin, 2003). Case studies also formed the instructional method at the Harvard Business School in 1908 (Merseth, 1991). However, unlike in law schools, case study implementation was slow in business schools owing to the lack of ready-made cases and faculty expertise in teaching with cases (Merseth, 1991). The use of cases became predominant at Harvard Business School after Wallace B. Donha became the Dean in 1919 and supported faculty to gain experience in teaching with cases. He also created the Bureau of Business Research to put together high-quality teaching materials including cases (Merseth, 1991). Case-based instruction has also been implemented in medical education via problem-based learning where students learn in cooperative groups by studying the records of an actual patient (Williams, 1992). See Chapter 11 by Atman, Borgford-Parnell, McDonnell, Eris, and Cardella in this volume for a discussion of the history of problem-based learning in medical education at McMaster University. Within science, technology, engineering, and mathematics (STEM) disciplines, James B. Conant at Harvard University was the first science educator in the late 1940s to teach an entire course using case studies via the lecture format (Conant & Van Deventer, 1951).

Instructing special education pre‐service teachers through literacy video cases

This study explored the use of video cases to teach literacy instruction to special education pre‐service teachers. One class of pre‐service teachers was examined for knowledge gains and attitudes towards video cases as an instructional medium. Results suggest that video cases did not result in greater learning of phonemic awareness or reading comprehension topics than traditional lectures with discussion teaching. They also provided comparative data on student teachers’ responses to video versus traditional face‐to‐face instruction. Further implications for special education teacher preparation and future research directions are discussed.

Exploring Lightweight Teams in a Distributed Learning Environment

In both flipped classroom settings and distance learning, educational content is typically delivered via video lectures that students watch alone. While flipped classrooms typically provide students with opportunities for social interaction that feature active learning, online learners are not typically afforded these opportunities. Cooperative learning techniques like Lightweight Teams provide social, collaborative learning opportunities to students in flipped classrooms but extending these techniques to distance learning settings is not straightforward. In this paper, we present our experiences with online, distributed Lightweight Teams. We present an in-the-wild study that compares learning outcomes and student preferences between co-located and distributed Lightweight Teams against the base case of individual learning. Our results show that while there are no significant learning differences between the two team conditions and the individual condition, students significantly prefer the team conditions.

Challenges of a Computer Science Classroom: Initial Perspectives from Teachers

In spite of the increasing demand for professionals with computing experience in the workforce, computer science plays only a minor role in K-12 education. To meet the CS10K goal of training thousands of teachers to teach a new CS principles (CSP) course, a multi-pronged approach that targets both computer science teachers and teachers from other content areas is needed. An important step in this direction is to better understand challenges of teaching computing and how we can better support K-12 teachers. In this paper, we present results from a qualitative study that examines challenges computer science teachers face in the classroom.

Computational Thinking as an Emerging Competence Domain

Computational thinking is a problem-solving skill set, which includes problem decomposition, algorithmic thinking, abstraction, and automation. Even though computational thinking draws upon concepts fundamental to computer science (CS), it has broad application to all disciplines. It has been suggested that computational thinking is an essential twenty-first century skill that should be added to every students’ analytical ability. In this chapter, we discuss key computational thinking ideas and how they relate to primary and secondary education. We present efforts in three countries – England, the Netherlands, and the United States – to embed computational thinking in the schools. Using the framework of competencies as cognitive dispositions, we further explore how to develop computational thinking competencies in children and youth. Specifically, we provide examples of how computational thinking would manifest in the primary and secondary education across the disciplines. We also discuss how computational thinking ideas are relevant to vocational education and training. In particular, we support the viewpoint of digital literacy as a key component of computational thinking and the need to incorporate it into vocational education and training. We also provide directions for future research on the role of computational thinking in primary, secondary, and vocational education. In summary, we argue that computational thinking is a broadly applicable competence domain, which is important for individuals to be successful in today’s technological society, to increase interest in information technology (IT), and to support inquiry in other disciplines.

Computational Thinking in Teacher Education

Computational thinking (CT) has been offered as a cross-disciplinary set of mental skills that are drawn from the discipline of computer science. Existing literature supports the inclusion of CT within the K-12 curriculum, within multiple subjects, and from primary grades upward. The use of computers as a context for CT skills is often possible, yet care must be taken to ensure that CT is not conflated with programming or instructional technology, in general. Research had suggested that instructing preservice teachers in the use of CT can help them develop a more accurate and nuanced understandings of how it can be applied to the classroom. This chapter reports results from a study about preservice teachers’ conceptions of CT and how it can be implemented within their classrooms. Results suggested that preservice teachers with no previous exposure to CT have a surface level understanding of computational thinking. Participants largely defined CT in terms of problem-solving, logical thinking, and other types of thinking and often requiring the use of computers. The chapter offers implications for teacher educators to embed computational thinking in preservice education courses through educational technology as well as content specific methods courses.