Our latest article “Teachers’ goals predict computational thinking gains in robotics” was just published in Information and Learning Sciences!
You can download the submitted, pre-publication version of the article here.
The link to the published version of record is here.
Abstract
Purpose:Computational thinking (CT) is widely considered to be an important component of teaching generalizable computer science skills to all students in a range of learning environments, including robotics. However, despite advances in the design of robotics curricula that can teach CT, actual enactment in classrooms may often fail to reach this target. Understanding the various instructional goals teachers’ hold when using these curricula may offer one potential explanation for disparities in outcomes.
Design:In this study, we examine results from N=206 middle school students’ pre- and post-tests of computational thinking, attitudinal surveys, and surveys of their teacher’s instructional goals, to determine if student attitudes and learning gains in computational thinking are related to the instructional goals their teachers endorsed while implementing a shared robotics programming curriculum.
Results:Our findings provide evidence that despite using the same curriculum, students showed differential learning gains on the computational thinking assessment when in classrooms with teachers who rated computational thinking as a more important instructional goal; these effects were particularly strong for women. Students in classroom with teachers who rated computational thinking more highly also showed greater maintenance of positive attitudes towards programming.
Originality/Value:While there is a growing body of literature regarding curricular interventions that provide computational thinking learning opportunities, this study provides a critical insight into the role that teachers may play as a potential support or barrier to the success of these curricula. Implications for the design of professional development and teacher educative materials that attend to teachers’ instructional goals are discussed.
Citation:
Eben Witherspoon, Christian D. Schunn, (2019) “Teachers’ goals predict computational thinking gains in robotics”, Information and Learning Sciences, https://doi.org/10.1108/ILS-05-2018-0035
EBEN B. WITHERSPOON, Ph. D. 