Abstract:

It is now highly recommended for teachers to incorporate computational thinking (CT) into their science classes. Our research modifies the existing structure of a science methods course for preservice teachers to include computational thinking via coding. Preservice teachers were introduced to coding through an hour of code tutorial, followed by an exercise where students programmed using Scratch to learn about and create a model of the solar system (e.g., the Earth rotates counter-clockwise around the Sun). Scratch (scratch.mit.edu) is a visual programming environment that allows K-12 students to create stories, games, animations, and interactive presentations. It uses a drag-and-drop approach (rather than typing code) that allows novice students to build programs by snapping together visual blocks that control the actions of different dynamic actors (objects) on a computer screen (Grover and Pea 2013; Resnick et al. 2009; Sengupta et al. 2013). Most Scratch users are between the ages of 8 and 16, peaking at 12 (Resnick et al. 2009). We examined using computational thinking via coding in an elementary/middle school science methods class for preservice teachers. We used Scratch to remediate common misconceptions in the solar system. The preservice teachers programmed a simple computer model of the solar system in order to develop students’ computational thinking skills while improving their science content knowledge.

Research questions:
There were two research questions: 1. Will using computational thinking (via coding and simulations) be an effective way for students to learn science content; 2. After incorporating computational thinking in their exercise, will pre-service teachers want to use this skill in their future classrooms?

Participants:
We tested this work on 32 students (26 female and 6 male) at a Midwestern university taking a science methods course: 19 graduate students and 13 undergraduate students. We incorporated both a pre- and post-survey asking them questions pertaining to any prior misconceptions on the solar system as well as their prior experience in programming and their views on using coding as a teaching technique (strategy/tool). Five students were used as a pilot study and received a post-test only.

Results:
Pre- and post-questions revealed that preservice teachers learned the new material effectively and felt that these computational thinking exercises would be beneficial for all future science teachers to incorporate in their classrooms. Sample pre- and post-questions are as follows;
- You created a mini science project using the scratch today. Now, how do you perceive Programming as an educational tool?
- What challenges do you foresee in incorporating programming into your teaching?
- Do you think programming can improve students' critical thinking or modify any misconceptions?
- On a scale from 1 to 5, how likely are you to use Scratch when teaching
- Did you have any misconception about the Earth's rotation around the sun before this activity? What about now?

Keywords:

Computational Thinking (CT), Computer Science for All, Science Methods, Scratch, Solar System, Coding, Computer Model, Preservice Teachers, Teacher Education.