Guided Instruction of Introducing Computational Thinking to Non-Computer Science Education Major Pre-Service Teachers




Since ‘teaching coding’ or ‘programming’ classes for computational thinking (CT) education in K-12 are renowned around the world, a pre-service teachers’ readiness for integrating CT into their teaching subjects is important due to the fact that CT is considered to be another ‘R’ from algoRitm for 21st century literacy, in addition to the traditional 3R (Reading, Writhing, and Arithmetic) [2] and CT roles to other disciplines. With this rationale, we designed a guided instruction based CT course for pre- service teachers. We show the effectiveness of the program with respect to the teachers’ attitude toward combining CT into their teaching subjects, and mindset changes of learning computing connected with the career development of the teacher themselves. The research focused on the instructional methodology of teaching programing for non-Computer Science Education (CSE) majors who are not familiar with computer science for alleviating the cognitive load of first exposure to programming course under the CT concepts.


 1. Introduction
 2. Theoretical Background
  2.1 Literature review of introducing programming to non-CS majors
  2.2 Fully guided instruction and minimal guided instruction
 3. Method
  3.1 Designed guided instruction for introducing CT to pre-service teachers
 4. Discussions and student feedback
  4.1 Methodology of teaching programming at CT Course and its transferability
  4.2 Understanding of the possibility of CT processes to other subjects
  4.3 CT learning and professional development
  4.4 Acknowledgement of the importance of computing for guidance counselling
 5. Conclusions


  • Ki-Sang Song Dept. of Computer Education, Korea National University of Education, Korea


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