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RESEARCH PAPER
Pre-service teachers’ competencies to develop computational thinking: A Portuguese tool to analyse Computational Thinking
1
Polytechnic University of Coimbra, Coimbra, PORTUGAL
2
University of Trás-os-Montes and Alto Douro, Vila Real, PORTUGAL
3
Research Center for Didactics and Technology in Trainer Training, University of Aveiro, Aveiro, PORTUGAL
4
inED–Center for Research and Innovation in Education, Polytechnic University of Coimbra, Coimbra, PORTUGAL
5
Research Center for Natural Resources Environment and Society, Polytechnic University of Coimbra, Coimbra, PORTUGAL
6
Instituto de Telecomunicações, Delegação da Covilhã, Covilhã, PORTUGAL
Online publication date: 2024-10-25
Publication date: 2024-11-01
EURASIA J. Math., Sci Tech. Ed 2024;20(11):em2528
KEYWORDS
pre-service teachers trainingcomputational thinkingquestionnaire validationcomputational thinking scale
ABSTRACT
Computational thinking (CT) is an essential mathematical skill for problem-solving and students’ future lives. It is integrated into the educational curricula of several countries, including Portugal. Therefore, pre-service teachers (PST) must possess didactic knowledge to effectively develop CT in students. The aim of this study encompassed three main objectives: translating and adapting the computational thinking scale into Portuguese (study 1), validating the scale (study 2), and assessing the perceived levels of CT competencies among PST in Portuguese university students while examining differences between undergraduate and master’s level PST (study 3). The sample consisted of study 1 with 43 participants and study 2 and study 3 with 382 participants. In study 1, temporal stability was assessed indicating strong stability. The internal consistency showed good homogeneity of the items. The exploratory factor analysis revealed consistency with the structure of the original scale. In conclusion, the Portuguese version of the CT scale demonstrates adequate psychometric properties, proving valid and reliable for assessing CT in university students. Additionally, significant differences were observed between undergraduate and master’s degree students, underscoring the importance of tailored training programs to meet the specific needs of undergraduate students.
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