Examining Teachers' Classroom Practices in the Context of Computational Thinking Skills
A Q Method Study
Bibliographic Data
| ID | 21446489 |
|---|---|
| Authors | Sümeyra Meryem Kılıç (0000-0001-9853-370X, Department of Educational Sciences Gaziantep University Gaziantep Turkey), İbrahim Yıldırım (0000-0002-4137-2025, Department of Educational Sciences Gaziantep University Gaziantep Turkey, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 1 |
| Publication date | 2025-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.12873 |
| OpenAlex | W4405373494 |
| Language | EN |
| References cited | 21 |
This study aimed to examine teachers' classroom practices in the context of computational thinking skills and to determine their views on computational thinking. In the research process, the Q method was used in which quantitative and qualitative methods were used together. The participants of the research consist of 48 primary school teachers. The socioeconomic level of the environment of the schools where they work, professional seniority and gender variables of the teachers in the participants were collected. It was determined that teachers approached computational thinking skills positively, but they did not fully use the subdimensions of computational thinking skills in their classroom practices. It was determined that abstraction, which is seen as the most important dimension of computational thinking skills in the literature, was not consciously used by teachers in their classroom practices
Cognitively Guided Instruction · Computational Thinking · Context (archaeology) · Mathematics education · Pedagogy · Population · Qualitative research · Seniority · Social science · Socioeconomic status · Sociology · Teaching method · Educational Games and Gamification · Gender and Technology in Education · Psychology · Teaching and Learning Programming
How to Solve It
Computational thinking and thinking about computing
Computational thinking education
Monitoring cognitive development through the assessment of computational thinking practices
Scaling up a teacher development programme for sustainable computational thinking education
The framing of educational digitalization
Didactic strategies for the education of computational thinking from a gender perspective
Mixed Method Lessons Learned From 80 Years of Q Methodology
| Citation velocity | historical |
|---|---|
| Highly cited | No |