There is general consensus regarding the urgent and pressing need to develop school students' computational thinking abilities, and to help school teachers develop computational thinking pedagogies. One possible reason that teachers (and students) may struggle with computational thinking processes is because they have poorly developed mental models of how computers work, i.e., they have inadequate “notional machines”. Based on a pilot survey of 44 pre-service teachers this paper explores (mis)conceptions of computational thinking, and proposes a research agenda for investigating the use of notional machine activities as a way of developing pre-service teacher computational thinking pedagogical capabilities.
|Title of host publication||Proceedings of the 17th Australasian Computing Education Conference (ACE 2015)|
|Editors||Daryl D'Souza, Katrina Falkner|
|Place of Publication||Sydney|
|Publisher||Australian Computer Society|
|Number of pages||10|
|Publication status||Published - 2015|
|Event||Australasian Computing Education Conference (17th : 2015) - Sydney|
Duration: 27 Jan 2015 → 30 Jan 2015
|Name||Conferences in research and practice in information technology|
|Conference||Australasian Computing Education Conference (17th : 2015)|
|Period||27/01/15 → 30/01/15|
- computational thinking
- notional machine
- teacher education
Bower, M., & Falkner, K. (2015). Computational thinking, the notional machine, pre-service teachers, and research opportunities. In D. D'Souza, & K. Falkner (Eds.), Proceedings of the 17th Australasian Computing Education Conference (ACE 2015) (Vol. 160, pp. 37-46). (Conferences in research and practice in information technology). Sydney: Australian Computer Society.