The Effects of Computational Thinking Professional Development on STEM Teachers’ Perceptions and Pedagogical Practices
Sarah Haines, Michael Krach, Arkhadi Pustaka, Qing Li, Laila J. Richman · Athens Journal of Sciences · 2019
The authors investigated the impact of exposure to computational thinking activities and professional development on inservice teachers' perceptions and teaching practices in elementary and secondary school education.The participants of this 2017/2018 research study were STEM teachers from the Baltimore County (Maryland) Public Schools in the United States of America.The major focus of this study was on the impact of professional development activities on the inclusion of computational thinking activities in the k-12 mathematics and science classrooms.The analysis of the data indicated that most of the participating teachers felt that the professional development activities were valuable and made a positive impact on the quality and quantity of computational thinking activities they implemented in their classrooms.Most of these teachers stated that they would implement computational thinking activities on a weekly or monthly basis.Based on the analysis of the data and the results of this study, a list of future research questions is included.