Computational Thinking: Challenges for Teachers

Abstract

This study aims to analyze the challenges encountered by teachers in the 1st Cycle of Basic Education (1st CEB) when integrating Computational Thinking (CT) into the classroom, particularly within the context of incorporating this skill into the mathematics curriculum in Portugal. The primary objective is to gain insights into teachers' understanding of Essential Learning Outcomes, specifically in CT. Additionally, this study seeks to identify pedagogical challenges in developing classroom tasks that promote CT and assess the advantages and limitations of technology in education, especially in the context of CT integration. We use the TPACK (Technological Pedagogical Content Knowledge) framework, as developed by Mishra and Koehler (2006), and the theoretical framework by Ball et al. (2008) for data collection, analysis, and discussion.

Furthermore, this study presents an instructional experience designed to address CT with teachers and offer support for their teaching practices.

Methodologically, this research employs a qualitative and interpretative approach, involving 1st CEB teachers who participated in the training experience as participants. Data were collected through questionnaires and interviews.

The findings indicate that participants still demonstrate certain deficiencies in their Pedagogical Content Knowledge, particularly in their comprehension of CT, following the instructional experience. However, there is evidence of positive progress in the use of technology to support CT. The study also emphasizes the need for more comprehensive training in managing CT-related practices, including student assessment and changes in mathematics teaching methodologies.