The goal of our study is to investigate how to improve the preparation that elementary teachers receive about computational thinking (CT) to increase both the quantity and quality of exposure for elementary-aged children that can then be built upon throughout their schooling.
To increase the number and diversity of students enrolled in secondary computer science courses (and thus in computer science careers), interest and basic understanding need to be developed in younger children when interests are being formed. The first step is to improve the preparation that elementary teachers receive about computational thinking (CT) to increase both the quantity and quality of exposure for elementary-aged children that can then be built upon throughout their schooling. This project’s overall goal, therefore, is to transform elementary school teacher practice by integrating CT strategically and significantly into science instruction for all young learners, thereby promoting a more numerous and more diverse citizenry, knowledgeable and interested in computing. The CT→PSTE project is designing, implementing, and testing pedagogical modules for developing CT in preservice teachers’ science methods pedagogical course. Further, an extracurricular Science Teaching CT Inquiry Group is being designed to enhance and broaden the level of understanding for both teacher interns’ and their mentor teachers’ understanding of CT, including how computer applications support the teaching of science and CT as a necessary science practice for all elementary-aged students. Instruction in how to convey to young learners the integral nature of CT for STEM career awareness and readiness is included throughout the curriculum innovation. This project is engaging in exploratory, basic research to provide empirical support in developing a set of resources (science methods experiences), tools (a framework for integrating CT in undergraduate science teacher education), and measures (assessments for CT understanding and CT-STEM career awareness).
McGinnis, J. R., Mills, K., Cabrera L. & Jeong, H.
Jass Ketelhut, D., Hestness, E., Cabrera, L., Jeong, H., Plane, J. & McGinnis, J. R.
Cabrera, L., Jass Ketelhut, D., Hestness, E., Mills, K. & McGinnis, J. R.
Hestness, E., Ketelhut, D. J., McGinnis, J. R., & Plane, J.
Ketelhut, D. J., & Hestness, E.
Ketelhut, D. J., Hestness, E., Mills, K. Ylizarde, N.H., McGinnis, J. R., & Plane, J. (2018, April).
Hestness, E., Ketelhut, D. J., McGinnis, J. R., Plane, J., Razler, B., Mills, K., Cabrera, L. & Gonzalez, E.
Hestness, E. & Mills, K.
McGinnis, J. R., Ketelhut, D. J., Hestness, E., Jeong, H., & Mills, K.
Diane’s research focuses on both improving self-efficacy in science and computational thinking and on learning and engagement through scientific inquiry experiences within virtual environments.
As a professor of Science, Math and Technology Education, Dr. McGinnis' research focuses on Science Teacher Education, Climate Change Education, and Computational Thinking. In this project, he leads the research team in implementing our innovation in the elementary science methods course.
Jan Plane is a Principal Lecturer in the Computer Science Department, the Director of the Maryland Center for Women in Computing and the Associate Director of ACES. Because she has graduate degrees in both computer science and education, her interests center around curriculum, pedagogy and diversity in computing at all stages of the pipeline.
Kelly has experience teaching high school science. Her research interests include accessing and valuing scientific funds of knowledge with technology.
LC has a background in psychology, design, and computer science. As a doctoral student, he focuses on the development of computational thinking mental models and assessment.
Hannoori studies gender and racial inequity in STEM and informal learning context. As a doctoral student with a Biology B.A. and Science Education M.A., she focuses on science teachers' awareness on inequity.
Heather has a background in biology and STEM learning. As a doctoral student, she focuses on STEM learning in out-of-school environments with a special interest in adult STEM learning and program assessment.
I've really enjoyed this experience. I think it has really helped me grow as a professional. I've got some great experiences out of it. Met some great people. So I've greatly enjoyed it. I value the time that I've spent here.
We were shown ways you could realistically incorporate Computational Thinking even without fancy 3D printer technology. But just on a lower level, like creating those types of simulations with lower budgets.