Conceptualizing Computational Thinking Pedagogical Content Knowledge: An Exploratory Study
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Cassandra Gaul, Min Kyu Kim, Georgia State University, United States
Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In this exploratory study, we conducted a literature review to propose a model of Computational Thinking Pedagogical Content Knowledge (CT PCK). Then, we examined how computing teachers who engage within an online microblogging community demonstrated their pedagogical and content knowledge in computational thinking. Using epistemic network analysis, weekly conversations were analyzed to describe how participant's models differed within the framework. Results show the computational thinking pedagogical content knowledge framework may be used to identify gaps in teachers’ understanding of CT PCK and guide professional development.
Citation
Gaul, C. & Kim, M.K. (2020). Conceptualizing Computational Thinking Pedagogical Content Knowledge: An Exploratory Study. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 14-23). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/primary/p/215726/.
© 2020 Association for the Advancement of Computing in Education (AACE)
