Measuring teacher beliefs about coding and computational thinking
Measuring teacher beliefs about coding and computational thinking
复制标题
衡量教师对编码和计算思维的信念
DOI：
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发表时间：
2020
影响因子：
5.1
通讯作者：
Stacie L. Mason
中科院分区：
文献类型：
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作者：
P. Rich;Ross Larsen;Stacie L. Mason
摘要本研究旨在确定影响教师在课堂上教授计算机的信念的因素。通过回顾现有的量表和计算研究，我们创建了教师对编码和计算思维的信念（TBaCCT）量表。通过验证性因素分析和结构方程模型，我们验证了规模的数据来自美国8个学区的245名小学教师谁参加了计算教师的发展，并教编码小学生超过一个学年。教师的自我效能感的编码和计算思维显着增加，因为他们教编码，而他们的教学效能感的计算增加最多。由此产生的33项TBaCCT提供了一个有效的规模，可用于衡量小学教师的信念计算教育，因为他们从事教师专业发展。
Abstract This study sought to identify factors that affect teachers’ beliefs about teaching computing in their classrooms. By reviewing existing scales and research on computing, we created the Teacher Beliefs about Coding and Computational Thinking (TBaCCT) scale. Through confirmatory factor analysis and structural equation modeling we validated the scale with data from 245 elementary teachers from eight U.S. school districts who participated in computing teacher development and taught coding to elementary students over one school year. Teachers’ self-efficacy for coding and computational thinking increased significantly as they taught coding, while their teaching efficacy for computing increased the most. The resulting 33-item TBaCCT provides a validated scale that can be used to measure elementary teacher beliefs about computing education as they engage in teacher professional development.