Future Science Educators’ Usage, Interest, Competence, and Utility Value for Computational Thinking
Uğur Kale, Yuanhua Wang · Journal of Science Teacher Education · 2025
The importance of computational thinking is evident in its integration into the national standard such as Science and Engineering Practices of NGSS (e.g. Using mathematics and computational thinking) or Mathematical Practice of Common Core Standards (e.g. modeling). Majority of the states also implemented policies regarding computer science education. Yet, the existing initiatives’ limited explicit connection to disciplinary classrooms is far from modeling opportunities for preservice teachers to recognize what computational thinking may mean. As part of a larger project, preservice teachers in a science methods course practiced, designed, and taught lessons integrating computational thinking. This study explored how the preservice teachers’ computational thinking usage, interest, competence, and perception of utility value evolved (N = 70). A one-group pre-post experimental design guided the methodology. Results showed the interest and perception of computational thinking’s utility value decreased significantly over time. While both competence and perception of computational thinking’s utility value predicted the usage at the beginning of the semester, their such impact diminished at the end of semester while the course activities increased the effects of maintained interest on usage. The specific computational thinking practices and processes exemplified in preservice teachers’ lesson modifications changed significantly over the semester. The discussion elaborates the findings and suggests curriculum revision to better support computational thinking.