Fostering preservice teachers' expectancies and values towards computational thinking.

ABSTRACT:

Theory

Digital technologies have become an integral part of everyday life that children are exposed to. Therefore, it is important for children to acquire an understanding of these technologies early on by teaching them computational thinking (CT) as a part of STEM. However, primary school teachers are often reluctant to teach CT. Expectancy-value theory suggests that motivational components play an important role in teaching and learning. Thus, one hindrance to teachers' willingness to teach CT might be their low expectancies of success and high emotional costs, e.g., anxiety towards CT. Thus, introducing preservice teachers to CT during their university years might be a promising way to support their expectancies and values, while simultaneously alleviating their emotional costs.

SUBMITTER: Weber AM 

PROVIDER: S-EPMC9555240 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature