Ghani Abdel, Griffiths David, Salha Soheil, Affouneh Saida, Khalili Fakher, Khlaif Zuheir N, Burgos Daniel
Faculty of Educational Sciences, An-Najah National University, Nablus, Palestine.
Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional De La Rioja, Logroño, Spain.
Front Psychol. 2022 Jun 10;13:870090. doi: 10.3389/fpsyg.2022.870090. eCollection 2022.
Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, constitutes a significant effort to embed computational thinking in K-12 practice. The middle school teachers who participated in the training course were invited to participate in the present study, and 38 did so. A qualitative approach involving both interviews with teachers and classroom observations was used in data collection. All the teachers agreed to be observed in their classrooms, while 20 of the 38 also agreed to participate in the interviews. The findings showed that teachers of a range of topics, including social sciences and languages, employed computational thinking skills in teaching their students, but they were confronted by a number of challenges, including technical infrastructure and support, and a lack of time to prepare CT classes and space in the curriculum to deliver them. The results indicate that the most appropriate action to support teachers' delivery of CT would be to provide peer exchanges and expert coaching in the integration of CT in the curriculum.
巴勒斯坦曾零星地尝试将计算思维方法引入K-12教育，但这些尝试因具有挑战性的教育环境而受阻。然而，最近由巴勒斯坦教育部资助和组织的一项在职培训倡议，是将计算思维融入K-12实践的一项重大努力。参加培训课程的中学教师被邀请参与本研究，有38名教师参与。数据收集采用了定性研究方法，包括对教师的访谈和课堂观察。所有教师都同意在其课堂上接受观察，38名教师中有20名还同意参与访谈。研究结果表明，包括社会科学和语言等一系列学科的教师在教学中运用了计算思维技能，但他们面临着一些挑战，包括技术基础设施和支持，以及缺乏准备计算思维课程的时间和课程中安排此类课程的空间。结果表明，支持教师开展计算思维教学的最合适行动是提供关于将计算思维融入课程的同行交流和专家指导。
