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Supporting Future Teachers to Promote Computational Thinking Skills in Teaching STEM—A Case Study

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  • Cristina Tripon

    (Department of Social Sciences, Research Institute of University of Bucharest, 050663 Bucharest, Romania)

Abstract

In recent years, teachers in various fields, such as science, mathematics, linguistics and others, have been interested in alternative learning strategies as opposed to traditional activities, in order to help students to examine their learning progress. The integration of computational thinking in teaching activities, after returning to face-to-face activities, can meet the needs of students during the COVID-19 pandemic. In this research, two samples of students in their first year of study were recruited for the teacher training program validation for computational skills in STEM education. The training model offers an explanation for the differences between the following two sets of data: the CT modules used in a substantial number of teacher workshops, and the results obtained, which are closely related to the argument that teachers can support students’ lifelong learning by developing computational thinking activities. The results related to the students’ scores may have contributed to their improvement in computational thinking skills and it could be one of the best examples of how to change the ways of learning about 21st century skills and sustainable education.

Suggested Citation

  • Cristina Tripon, 2022. "Supporting Future Teachers to Promote Computational Thinking Skills in Teaching STEM—A Case Study," Sustainability, MDPI, vol. 14(19), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12663-:d:933972
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