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Developing Teaching Practice in Computational Thinking in Palestine
Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, co...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9231665/ https://www.ncbi.nlm.nih.gov/pubmed/35756314 http://dx.doi.org/10.3389/fpsyg.2022.870090 |
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author | Ghani, Abdel Griffiths, David Salha, Soheil Affouneh, Saida Khalili, Fakher Khlaif, Zuheir N. Burgos, Daniel |
author_facet | Ghani, Abdel Griffiths, David Salha, Soheil Affouneh, Saida Khalili, Fakher Khlaif, Zuheir N. Burgos, Daniel |
author_sort | Ghani, Abdel |
collection | PubMed |
description | Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, constitutes a significant effort to embed computational thinking in K-12 practice. The middle school teachers who participated in the training course were invited to participate in the present study, and 38 did so. A qualitative approach involving both interviews with teachers and classroom observations was used in data collection. All the teachers agreed to be observed in their classrooms, while 20 of the 38 also agreed to participate in the interviews. The findings showed that teachers of a range of topics, including social sciences and languages, employed computational thinking skills in teaching their students, but they were confronted by a number of challenges, including technical infrastructure and support, and a lack of time to prepare CT classes and space in the curriculum to deliver them. The results indicate that the most appropriate action to support teachers’ delivery of CT would be to provide peer exchanges and expert coaching in the integration of CT in the curriculum. |
format | Online Article Text |
id | pubmed-9231665 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-92316652022-06-25 Developing Teaching Practice in Computational Thinking in Palestine Ghani, Abdel Griffiths, David Salha, Soheil Affouneh, Saida Khalili, Fakher Khlaif, Zuheir N. Burgos, Daniel Front Psychol Psychology Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, constitutes a significant effort to embed computational thinking in K-12 practice. The middle school teachers who participated in the training course were invited to participate in the present study, and 38 did so. A qualitative approach involving both interviews with teachers and classroom observations was used in data collection. All the teachers agreed to be observed in their classrooms, while 20 of the 38 also agreed to participate in the interviews. The findings showed that teachers of a range of topics, including social sciences and languages, employed computational thinking skills in teaching their students, but they were confronted by a number of challenges, including technical infrastructure and support, and a lack of time to prepare CT classes and space in the curriculum to deliver them. The results indicate that the most appropriate action to support teachers’ delivery of CT would be to provide peer exchanges and expert coaching in the integration of CT in the curriculum. Frontiers Media S.A. 2022-06-10 /pmc/articles/PMC9231665/ /pubmed/35756314 http://dx.doi.org/10.3389/fpsyg.2022.870090 Text en Copyright © 2022 Ghani, Griffiths, Salha, Affouneh, Khalili, Khlaif and Burgos. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Ghani, Abdel Griffiths, David Salha, Soheil Affouneh, Saida Khalili, Fakher Khlaif, Zuheir N. Burgos, Daniel Developing Teaching Practice in Computational Thinking in Palestine |
title | Developing Teaching Practice in Computational Thinking in Palestine |
title_full | Developing Teaching Practice in Computational Thinking in Palestine |
title_fullStr | Developing Teaching Practice in Computational Thinking in Palestine |
title_full_unstemmed | Developing Teaching Practice in Computational Thinking in Palestine |
title_short | Developing Teaching Practice in Computational Thinking in Palestine |
title_sort | developing teaching practice in computational thinking in palestine |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9231665/ https://www.ncbi.nlm.nih.gov/pubmed/35756314 http://dx.doi.org/10.3389/fpsyg.2022.870090 |
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