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RESEARCH PAPER
Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms
1
University of the Free State, SOUTH AFRICA
Publication date: 2021-01-16
EURASIA J. Math., Sci Tech. Ed 2021;17(1):em1933
KEYWORDS
computational thinkinginquiry-based practical workmultiple-deprived classroomsphysical sciencespreservice teachers
ABSTRACT
Inquiry-based practical work (IBPW) is one of the innovative instructional strategies in science
education. Science teacher preparation programmes play a role in preparing preservice teachers
to facilitate IBPW in classrooms located in different school settings, including multiple-deprived
classrooms. The adverse conditions against the successful implementation of IBPW found in
multiple-deprived classrooms provide problems that preservice teachers will have to solve in their
future classrooms. It is against this background that this study explored how preservice science
teachers used computational thinking as a problem-solving strategy when facilitating IBPW in
multiple-deprived classrooms. Using a single-case exploratory study, the experiences of 16
preservice physical sciences teachers were elicited through lesson planning, simulated teaching,
and reflection. The data collected were analysed through thematic-content-analysis techniques.
Findings indicate how through the use of computational thinking, participants were able to solve
problems that had the potential to inhibit the implementation of IBPW.
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