Exploring Saudi Computer Science Teachers' Conceptual Mastery Level of Computational Thinking Skills. Issue 3 (3rd July 2019)

• Record Type: Journal Article
• Authors: Alfayez, Abdulaziz A.; Lambert, Judy
• Is Part Of: Computers in the schools. Volume 36:Issue 3(2019)
• Page Start: 143
• Page End: 166
• Publication Date: 2019-07-03
• Subjects: Computer science teachers -- computer science curriculum -- computational thinking -- and secondary schools; Education -- United States -- Data processing -- Periodicals; Computer-assisted instruction -- United States -- Periodicals; 371.334
• DOI: 10.1080/07380569.2019.1639593
• Languages: English
• ISSNs: 0738-0569

Abstract

Abstract: The Ministry of Education in Saudi Arabia implemented a new computer science curriculum in 2008. There was speculation that many computer science teachers did not possess sufficient knowledge of computational thinking needed to teach this subject. To investigate this topic, a quantitative research study was conducted with 55 male computer science teachers in Riyadh, Saudi Arabia. Results of the study revealed that most of the computer science teachers had a low conceptual level of computational thinking, and some of the teachers had misconceptions about the exact nature of computational thinking. Findings indicated that computer science teachers did indeed need more training in what computational thinking means and how to teach this subject.