A variety of pressures are felt by teachers to integrate programming and computational thinking into science classrooms. These pressures primarily arise from the adoption of the Next Generation Science Standards and recent increases in emphasis on computer programming and computational thinking as methods of conducting investigations. Yet many preservice teachers are ill equipped to engage in investigatory computational practices and they often lack strong orientations or beliefs that doing so is valuable. This presentation will outline the preliminary results of an interpretation-based workshop where preservice elementary teachers interpret block coding rather than writing it in order to collect data about simple experiments.


Changes in Preservice Elementary Teachers' Attitudes Toward Computational Thinking

PS.E-MO-05: Preparing New Physics Teachers: New Strategies for a New Era

technical paper

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Spencer Perry

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Changes in Preservice Elementary Teachers' Attitudes Toward Computational Thinking

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