Abstract
As Computational Thinking (CT) becomes an increasingly necessary skill, it is crucial to examine how CT can be taught in the classroom. Pedagogical Content Knowledge (PCK) is a practical concept to examine how CT education can be developed. This systematic literature review presents the discussion of K-8 teachers' PCK in the implementation of CT- related activities in the classroom. Studies were extracted from Google Scholar's database. Among these studies, 14 articles were deemed to be relevant for a more in-depth examination. Findings from this preliminary literature review suggest that teachers have clear purposes and goals for teaching CT and various instructional strategies for teaching CT. However, the existing studies lacked information about teachers' knowledge and beliefs regarding the methods for assessing students' CT. Practical implications and future directions to enhance K-8 teachers' PCK on CT are discussed in this study. Copyright © 2022 IEEE.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2022 |
| Place of Publication | USA |
| Publisher | IEEE |
| Pages | 810-813 |
| ISBN (Electronic) | 9781665491174 |
| DOIs | |
| Publication status | Published - 2022 |
Citation
Lin, T.-J., Yeter, I. H., Jiang, S., Yaşar, O., & Looi, C.-K. (2022). A systematic literature review of computational thinking in K-8 education setting through the lens of a pedagogical content knowledge analysis. In Proceedings of 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2022 (pp. 810-813). IEEE. https://doi.org/10.1109/TALE54877.2022.00150Keywords
- K-8
- Computational thinking
- Pedagogical content knowledge
- Systematic literature review
- Primary education