STEM teaching intention and computational thinking skills of pre-service teachers

Günbatar M. S., Bakırcı H.

EDUCATION AND INFORMATION TECHNOLOGIES, cilt.24, ss.1615-1629, 2019 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 24
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1007/s10639-018-9849-5
  • Dergi Adı: EDUCATION AND INFORMATION TECHNOLOGIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.1615-1629
  • Anahtar Kelimeler: STEM teaching intention, Computational thinking, Pre-service teachers, K-12, EDUCATION, VALIDITY, IMPACT
  • Van Yüzüncü Yıl Üniversitesi Adresli: Evet

Özet

The aim of the study is to examine the Science, Technology, Engineering and Mathematics (STEM) teaching intention of science and primary school pre-service teachers in terms of Computational Thinking (CT) skill, gender, grade level, daily computer usage, internet usage, smartphone usage, and the department variables. The study employs the correlational survey model. The participants of this research are 440 pre-service teachers at Van Yuzuncu Yl University, Turkey. The STEM teaching intention scale, and the CT skill scale were used for data collection. Chi-Squared Automatic Interaction Detector (CHAID) analysis, independent samples t- test, and single factor variance analysis (ANOVA) was used for data analysis. According to the results; CT has the most significant effect in terms of STEM teaching intentions. Department is also another important variable for STEM teaching intentions. STEM teaching intention measures do not differ according to gender, grade level, daily average computer usage, internet usage and smart phone usage.