한국지구과학회지 제42권 제5호 (p.588-603)

Self-Study Journey from a Novice to an Expert for Computational Thinking Practices

키워드 :
computational thinking,STEAM,teacher,self-study,guidebook

목차

Abstract
Introduction
Methodology
   Self-Study Journey
Results
   Analysis of STEAM Programs to See if AnyCT Can Be Included
   Improvement of Weak CT and Developmentof Missing CT Components
   Development of a New STEAM Program withthe Intension of Rich CT Inclusion
   Construct the Validity of CT Tool throughTwo Teachers’ Self-Study
   CT Guidebook for Teachers’ Self PDP(Professional Development Program)
Conclusion and Implication
References

초록

This study details a researcher’s self-study journey in advancing from a computational thinking (CT) novice to an expert. The researcher went through a four-stage process, with a preliminary literature review preceding the four stages. From the literature review, the computational thinking analysis (CT_AT) tool was developed for use in stage one to analyze science, technology, engineering, art, and mathematic (STEAM) modules. Although no discernable patterns were found in analyzing the five science and five engineering-based modules, the analysis revealed which CT practices were missing or weakly exposed. In stage two activities were suggested to promote these missing or weakly exposed practices. Stage three required the researcher to develop his own STEAM module from the viewpoint of exposing students to CT. The fourth stage was to validate the CT_AT through interviews with pre-service and in-service teachers. These interviews led to changes in the CT_AT tool and, as a result, the researcher produced a guidebook that could be used by teachers in their own CT studies. This guidebook can be used by teachers to develop and become competent in CT skills.