Developing Teachers' Computational Thinking Beliefs and Engineering Practices Through Game Design and Robotics
Description
This research report presents the final year results of a three-year research project on computational thinking (CT). The project, funded by the National Science Foundation, involved training teachers in grades four through six to implement Scalable Game Design and LEGO® EV3 robotics during afterschool clubs. Thirty teachers and 531 students took part in the Year-3 study that blended game design and robotics. Eight of these teachers and 98 students participated in a large urban city in Pennsylvania, while the remaining 22 teachers and 433 students participated in rural Wyoming. This paper reports on the results as it pertained to teacher outcomes, specifically, teachers’ development of CT beliefs and engineering practices.
Citation:
Leonard, J., Barnes-Johnson, J., Mitchell, M., Unertl, A., Stubbe, C. R., & Ingraham, L. (2017, October). Developing teachers' computational thinking beliefs and engineering practices through game design and robotics. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, Indiana.
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