Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms

Maria Tsakeni

doi:10.29333/ejmste/9574

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Maria Tsakeni ¹ ^*

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¹ University of the Free State, SOUTH AFRICA^* Corresponding Author

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.

Keywords

computational thinking
inquiry-based practical work
multiple-deprived classrooms
physical sciences
preservice teachers

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 1, January 2021, Article No: em1933

https://doi.org/10.29333/ejmste/9574

Publication date: 16 Jan 2021

Article Views: 3425

Article Downloads: 1904

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Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Tsakeni, M. (2021). Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1933. https://doi.org/10.29333/ejmste/9574

Vancouver

Tsakeni M. Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. EURASIA J Math Sci Tech Ed. 2021;17(1):em1933. https://doi.org/10.29333/ejmste/9574

AMA

Tsakeni M. Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. EURASIA J Math Sci Tech Ed. 2021;17(1), em1933. https://doi.org/10.29333/ejmste/9574

Chicago

Tsakeni, Maria. "Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 1 (2021): em1933. https://doi.org/10.29333/ejmste/9574

Harvard

Tsakeni, M. (2021). Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1933. https://doi.org/10.29333/ejmste/9574

MLA

Tsakeni, Maria "Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 1, 2021, em1933. https://doi.org/10.29333/ejmste/9574