Primary Programming: Teachers’ Attitudes and Skills in the Light of Computing Reform

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43910883" target="_blank" >RIV/60076658:12410/25:43910883 - isvavai.cz</a>

Výsledek na webu

<a href="https://ojs.cepsj.si/index.php/cepsj/article/view/2110" target="_blank" >https://ojs.cepsj.si/index.php/cepsj/article/view/2110</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.26529/cepsj.2110" target="_blank" >10.26529/cepsj.2110</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Primary Programming: Teachers’ Attitudes and Skills in the Light of Computing Reform

Popis výsledku v původním jazyce

Two global trends that can be observed in computing education all over the world are moving the beginning of teaching computing as a compulsory school subject to primary education and moving from the teaching of user approaches to digital technologies to computer science content. The Czech Republic is currently the scene of such changes within the ongoing reform of informatics education. This paper presents the visions and principles that have served as the foundational framework for the reform initiative. A significant term for the introduction of computing in schools is programming. The key figure for the implementation of the changes is the primary school teacher who has no background in computer science and no experience in the subject as a student. The topic of our inquiry is therefore the attitudes of primary teachers towards teaching programming at the time of the ongoing school reform. The aim of the research is to identify the personal, pedagogical and environmental factors that influence teachers’ attitudes towards teaching programming. We measured programming attitudes using Sun’s Teacher Programming Attitude Scale, while the relationship of these attitudes to teachers’ computational thinking was explored using Bebras Challenge tasks. A survey of primary school teachers revealed a positive attitude towards the teaching of programming, coupled with very good computing skills. The study also found that previous experience in teaching programming is a significant factor in influencing teachers’ positive attitudes towards the subject.

Název v anglickém jazyce

Primary Programming: Teachers’ Attitudes and Skills in the Light of Computing Reform

Popis výsledku anglicky

Two global trends that can be observed in computing education all over the world are moving the beginning of teaching computing as a compulsory school subject to primary education and moving from the teaching of user approaches to digital technologies to computer science content. The Czech Republic is currently the scene of such changes within the ongoing reform of informatics education. This paper presents the visions and principles that have served as the foundational framework for the reform initiative. A significant term for the introduction of computing in schools is programming. The key figure for the implementation of the changes is the primary school teacher who has no background in computer science and no experience in the subject as a student. The topic of our inquiry is therefore the attitudes of primary teachers towards teaching programming at the time of the ongoing school reform. The aim of the research is to identify the personal, pedagogical and environmental factors that influence teachers’ attitudes towards teaching programming. We measured programming attitudes using Sun’s Teacher Programming Attitude Scale, while the relationship of these attitudes to teachers’ computational thinking was explored using Bebras Challenge tasks. A survey of primary school teachers revealed a positive attitude towards the teaching of programming, coupled with very good computing skills. The study also found that previous experience in teaching programming is a significant factor in influencing teachers’ positive attitudes towards the subject.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Center for Educational Policy Studies Journal

ISSN

1855-9719

e-ISSN

2232-2647

Svazek periodika

15

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

SI - Slovinská republika

Počet stran výsledku

27

Strana od-do

61-68

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105026879380