Integration of Python into Science Teacher Education, Developing Computational Problem Solving and Using Information and Communication Technologies Competencies of Pre-service Science Teachers

Creative Commons License

BATI K.

INFORMATICS IN EDUCATION, cilt.21, sa.2, ss.235-251, 2022 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 21 Sayı: 2
  • Basım Tarihi: 2022
  • Doi Numarası: 10.15388/infedu.2022.12
  • Dergi Adı: INFORMATICS IN EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, PASCAL, Aerospace Database, Central & Eastern European Academic Source (CEEAS), Communication Abstracts, EBSCO Education Source, ERIC (Education Resources Information Center), INSPEC, Directory of Open Access Journals, Civil Engineering Abstracts
  • Sayfa Sayıları: ss.235-251
  • Anahtar Kelimeler: computational thinking, computational problem solving, science teacher education, information and communications technology, python, SIMULATION GAMES, THINKING
  • Hacettepe Üniversitesi Adresli: Evet

Özet

This study reports the findings of a program that aims to develop pre-service science teachers' computational problem-solving skills and views on using information and communications technology in science education. To this end, pre-service science teachers were trained on computational thinking, computational problem solving, designing an algorithm, and Python coding, and then they were asked to solve problem situations determined within the science education program using the computational problem-solving process. The study was conducted in a faculty of education in Turkey and carried out conducted in an elective course in the spring semester of the 2019-2020 academic year (in an online platform due to the Covid-19 Pandemic). 38 pre- service science teachers were included in the study. In this process, pre- service science teachers' conceptual development levels regarding computational thinking and their views regarding the use of ICT in schools were collected quantitatively. The development of computational problem- solving skills of pre-service science teachers was scored by a rubric developed in this study. According to the analyzes, pre-service science teachers increased knowledge of computational thinking (t = -5,969, p = .000), enhanced views regarding the use of ICT in schools (t = -2,436, p = .020), and developed computational problem-solving skills (chi(2)((2)) = 9.000, p = 0,011). These findings have the potential to provide evidence on how computational problem-solving skills can be integrated into science teacher education programs.