Abstract:

Creative thinking (CrT) leading to creativity in computational thinking (CT) has been found of interest to digital education scholars worldwide (Aranda & Ferguson, 2022). Computational CrT and CT have been found to be related and might potentially improve the acquisition of these valuable skills (Hershkovitz et al. 2019). Defining creativity has been a challenge to scholars (Kanlı, 2020). In this study, creativity is suggested to be consistent with the idea that creativity can be an everyday occurrence in which individuals can create products or concepts that are of value (p.3). Thus, CrT skills consists of fluency, flexiblity, orginality, and elaboration (Guilford, 1950). CT is defined by elements of decomposition; abstraction; logical thinking; algorithms; and debugging (Ydav et al. 2022). Creative computational problem solving (CrCPS) learning activities might provide learners with opportunities for creative expression of their cognitive development when generating diverse and unique ideas in computer science (CS) projects and environments.

The development CrT capacity with learners engaged in computational problem-solving (CPS) has been found to be of great interest to digital scholars but suggest mixed results (Israel-Fishelson & Hershkovitz, 2022). Emerging research on PST's identified the need for them to be prepared to teach CS to their future students in the development of the requisite 21st century skills (Ulmut, 2022). However, due to the complexity of the concepts of CrT and CT, how to help primary school teachers develop CS teaching capacity remains problematic (Mouza et al. 2022). Howell & Silva, 2022, highlighted the limited exposure and practice technology integration in PST programs. Moreover, CS instruction, with authentic practice of CT with PSTs remains limited (Umutlu, 2022).
Important to this research, the Organization for Economic Co-operation and Development’s Program for International student assessment (PISA) are in the process of developing a framework for evaluating CT (OECD. PISA 2021). Thus, assessing learners’ CrCPS has been identified as an important step in understanding how CrT can be improved in CS learning environments. Therefore, it is important to develop CrCPS measures for empirical research in evaluating learner attitude and beliefs (Kaufman, 2019).

In this research study on preservice teachers (PST) in a teaching with technology course, PSTs completed a CS module in preparing them to teach CT to their own K-12 students. The CrCPS problem-solving Likert questionnaire was designed and implement in pre- post-survey design and results were compared with the Computing Attitude Questionnaire (CAS) (Yadav et al. 2014) with the PSTs engaging in CS learning. ANOVA results from the surveys are discussed for the purpose of identifying subsequential steps for developing CrCPS skills withs PSTs. This research presentation might provide key insights for K-12 educators as well as PST program faculty and administrators involved in developing computer science instruction for 21st century learners.

Keywords:

Creative thinking, computational thinking, preservice teacher preparation, mathematics, computer science.