PRECONCEPTIONS OF CZECH ELEMENTARY SCHOOL TEACHERS REGARDING COMPUTATIONAL THINKING AND THEIR INFLUENCE ON THE DESIGN OF COMPUTER SCIENCE EDUCATION
Lucie Bryndov�, Milan Klement · SWS International Scientific Conference on Social Sciences · 2021
As part of longitudinal research project that is concerned with the new implementation of computational thinking (CT) into the primary school curriculum in the Czech Republic, several surveys have been conducted on the concept of CT itself, both among students and teachers. this paper summarises the outcomes of a project focused on the possibilities of measuring the development of computational thinking in students and seeks to determine the key competencies that teacher purposefully develop in their students or aim to develop after the curricular revision in the Czech Republic. The research was carried out using quantitative methods including a structured questionnaire distributed among computer science teachers from elementary schools and lower secondary schools who teach ICT and related subjects. The purpose of this article is therefore to summarize the most basic findings in the area of teachers' preconceptions towards CT and the overall concept of computationally thinking pupil.