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Computational Concepts, Practices, and Perspectives in K-8 Computer Science Teaching Readiness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Computational Concepts, Practices, and Perspectives in K-8 Computer Science Teaching Readiness./
Author:	McCune, Jacqueline Christiane.
Description:	1 online resource (452 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: B.
Contained By:	Dissertations Abstracts International84-08B.
Subject:	Computer science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30249211click for full text (PQDT)
ISBN:	9798371992710

Computational Concepts, Practices, and Perspectives in K-8 Computer Science Teaching Readiness.
McCune, Jacqueline Christiane.

Computational Concepts, Practices, and Perspectives in K-8 Computer Science Teaching Readiness. - 1 online resource (452 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: B.

Thesis (Ph.D.)--Grand Canyon University, 2023.

Includes bibliographical references

The purpose of this qualitative descriptive study was to understand how K-8 teachers in Nevada describe computational concepts, practices, and perspectives preparation in making them ready to teach computer science. Brennan and Resnick's computational thinking served as the theoretical framework for this study. Four research questions guided this study: (1) How do K-8 teachers in Nevada describe computational concepts in making them ready to teach computer science?; (2) How do K-8 teachers in Nevada describe computational practices in making them ready to teach computer science?; (3) How do K-8 teachers in Nevada describe computational perspectives in making them ready to teach computer science?; and (4) How do K-8 teachers in Nevada describe the collective role of computational concepts, practices, and perspectives in making them ready to teach computer science? Data was collected via questionnaire (n = 41) and semi-structured interviews (n = 16). The sample included licensed K-8 teachers in Nevada who completed computational thinking or computer science professional development. Nine themes were identified through thematic analysis: (1) building conceptual understanding; (2) understanding computational thinking; (3) skills in computer science; (4) confusion between EdTech and computer science; (5) beliefs/feelings about computer science; (6) computational perspectives in computer science; (7) connections and influences of computer science education; (8) preparation to teach computer science; and (9) describing computer science education. Study findings suggest that K-8 teachers have some conceptual knowledge, but fall behind in pedagogical knowledge, which contributes to refinement of teacher programs to increase computer science teaching readiness.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798371992710Subjects--Topical Terms:

523869
Computer science.
Subjects--Index Terms:

Computational thinkingIndex Terms--Genre/Form:

542853
Electronic books.

Computational Concepts, Practices, and Perspectives in K-8 Computer Science Teaching Readiness.
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520 $a The purpose of this qualitative descriptive study was to understand how K-8 teachers in Nevada describe computational concepts, practices, and perspectives preparation in making them ready to teach computer science. Brennan and Resnick's computational thinking served as the theoretical framework for this study. Four research questions guided this study: (1) How do K-8 teachers in Nevada describe computational concepts in making them ready to teach computer science?; (2) How do K-8 teachers in Nevada describe computational practices in making them ready to teach computer science?; (3) How do K-8 teachers in Nevada describe computational perspectives in making them ready to teach computer science?; and (4) How do K-8 teachers in Nevada describe the collective role of computational concepts, practices, and perspectives in making them ready to teach computer science? Data was collected via questionnaire (n = 41) and semi-structured interviews (n = 16). The sample included licensed K-8 teachers in Nevada who completed computational thinking or computer science professional development. Nine themes were identified through thematic analysis: (1) building conceptual understanding; (2) understanding computational thinking; (3) skills in computer science; (4) confusion between EdTech and computer science; (5) beliefs/feelings about computer science; (6) computational perspectives in computer science; (7) connections and influences of computer science education; (8) preparation to teach computer science; and (9) describing computer science education. Study findings suggest that K-8 teachers have some conceptual knowledge, but fall behind in pedagogical knowledge, which contributes to refinement of teacher programs to increase computer science teaching readiness.
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