Fostering coding and computational thinking skill: a training action for early childhood pre-service teachers

Identifier:  imarina:9413989

Handle: https://hdl.handle.net/20.500.11797/imarina9413989

Authors:  Esteve-Gonzalez, Vanessa; Borrull, Anna; Valls, Cristina

Abstract:
The integration of block programming activities in collaborative learning environments promotes the development of computational thinking (CT). This descriptive study presents a virtual training action using ScratchJr as an educational tool to develop CT. A sample of 81 early childhood pre-service teachers elaborated didactic proposals on flora and fauna oriented to develop CT. These were evaluated by means of a 360o evaluation using a rubric based on the TPACK model. The future teachers were able to develop didactic proposals, although they found it difficult to apply some of the items related to technological knowledge of the content. The application of flipped learning allowed a better interaction among students and between teachers and students, as well as a more efficient management of both knowledge and learning. The experience was positively valued by the students, who consider it essential to be competent in the development of didactic strategies based on the PC.