Teachers' perspective on fostering computational thinking through educational robotics

TL;DR

This study evaluates teachers' perceptions of the Creative Computational Problem Solving Model (CCPS) for integrating computational thinking through educational robotics, highlighting its usefulness and areas needing support for effective classroom implementation.

Contribution

The paper validates the CCPS model with teachers, providing insights into its perceived utility, usability, and acceptance in educational robotics contexts.

Findings

Teachers find CCPS useful for fostering transversal skills.

Teachers are unsure about assessing student learning using CCPS.

Teachers are willing to replicate but hesitant to modify or create new activities.

Abstract

With the introduction of educational robotics (ER) and computational thinking (CT) in classrooms, there is a rising need for operational models that help ensure that CT skills are adequately developed. One such model is the Creative Computational Problem Solving Model (CCPS) which can be employed to improve the design of ER learning activities. Following the first validation with students, the objective of the present study is to validate the model with teachers, specifically considering how they may employ the model in their own practices. The Utility, Usability and Acceptability framework was leveraged for the evaluation through a survey analysis with 334 teachers. Teachers found the CCPS model useful to foster transversal skills but could not recognise the impact of specific intervention methods on CT-related cognitive processes. Similarly, teachers perceived the model to be usable for activity design and intervention, although felt unsure about how to use it to assess student learning and adapt their teaching accordingly. Finally, the teachers accepted the model, as shown by their intent to replicate the activity in their classrooms, but were less willing to modify it or create their own activities, suggesting that they need time to appropriate the model and underlying tenets.