Working with physical sciences pre-service teachers in developing computational thinking skills through concept mapping

Abstract

This study explored the use of concept maps to develop computational thinking (CT) skills among PGCE Physical Sciences pre-service teachers. Despite the increasing significance and recognition of CT skills in 21st-century education, its integration and evaluation in science teacher education is limited. This gap indicates that although CT skills are advocated in initial teacher education, teachers may lack practical development experiences. Thus, this research explored practical strategies for developing CT skills in pre-service science teacher education. Employing a mixed-methods approach, the study generated quantitative data from pre- and post-intervention questionnaires and qualitative data from reflective journals. The study involved a six-lecture intervention within the Physical Sciences Teaching Methods course. Results showed improvement in pre-service teachers’ abilities to decompose problems and identify patterns, although abstracting key concepts proved more challenging. The study contributes to the field by providing empirical evidence of the practical application of concept mapping for developing CT skills in teacher education, suggesting its potential as a valuable pedagogical tool. Further research should explore the transferability of these findings to other disciplines and in-service teachers. This study encourages further exploration into innovative pedagogical approaches for enhancing CT skills in teacher education.