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dc.contributor.authorLooi, Chee-Kiten
dc.contributor.authorChan, Shiau Weien
dc.contributor.authorHuang, Wendyen
dc.contributor.authorSeow, Peter Sen Keeen
dc.contributor.authorWu, Longkaien
dc.identifier.citationLooi, C.-K., Chan, S. W., Huang, W., Seow, P., & Wu, L. (2020). Preservice teachers’ views of computational thinking: STEM teachers vs non-STEM teachers. In S. C. Kong, H. U. Hoppe, T. C. Hsu, R. H. Huang, B. C. Kuo, K. Y. Li, C. K. Looi, M. Milrad, J. L. Shih, K. F. Sin, K. S. Song, M. Specht, F. Sullivan, & J. Vahrenhold (Eds.), Proceedings of International Conference on Computational Thinking Education 2020 (pp. 73-76). The Education University of Hong Kong.en
dc.description.abstractThis study was performed to explore the views of preservice teachers of computational thinking (CT) through a pilot survey. A total of 329 preservice teachers from the National Institute of Education Singapore took part in this pilot survey. These preservice teachers were trained to teach STEM and non-STEM subjects. The overall findings showed that the preservice teachers do not yet have an adequate understanding of CT. Most of them perceived CT as logical thinking or reasoning. This is followed by no idea or no understanding or not sure, using ICT or computer, coding or programming, problem-solving and so forth. Besides that, STEM preservice teachers had different views of CT compared to non-STEM preservice teachers. These initial views of CT among the preservice teachers can serve to inform the design of teacher preparation programs, policies and syllabus materials to support the preservice teachers to infuse CT into their future teaching practices.en
dc.subjectComputational thinkingen
dc.subjectPreservice teacheren
dc.subjectPilot surveyen
dc.titlePreservice teachers’ views of computational thinking: STEM teachers vs non-STEM teachersen
dc.typeConference paperen
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