Skip to main content

Advertisement

SpringerLink
Log in

Examining Changes in Teachers’ Beliefs Toward Integrating Computational Thinking to Teach Literacy and Math Concepts in Grades K-2

  • Research Article
  • Published:
Journal for STEM Education Research Aims and scope Submit manuscript

Abstract

Developing computational thinking (CT) skills at an early age can help develop literacy, science, and mathematics skills; however, CT instruction in grades K-2 remains limited. This study examined the perceptions of 45 K-2 teachers from 30 school districts before and after a CT professional development (PD) experience. The PD included two online sessions focused on teaching educators how to integrate the Sphero Indi into their classrooms. Along with supplemental and demographic questions, Rich et al.’s (Journal of Research on Technology in Education 53(3) 296-316, 2021a) Teacher Beliefs about Coding and Computational Thinking (TBaCCT) instrument was utilized to examine participants’ beliefs before and after the PD. Paired samples t-tests of the responses revealed that teachers reported significant increases with moderate to large effect sizes in all four constructs (value, CT self-efficacy, coding self-efficacy, and teaching efficacy). Supplemental pre- and post-questions revealed a significant increase, but low effect size, regarding the extent that participants’ believed CT could enhance student engagement, literacy skills, and mathematics skills. A qualitative analysis of participants’ responses revealed numerous literacy and mathematics concepts were identified for integration with CT lessons. This study identifies barriers to consider when integrating CT instruction, provides insight for future PD efforts, and provides ideas for integrating CT to enhance the teaching literacy and mathematics in grades K-2.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Data Availability

All data generated or analyzed during this study are included in this published article.

References

  • Aminger, W., Hough, S., Roberts, S. A., Meier, V., Spina, A. D., Pajela, H., McLean, M., & Bianchini, J. A. (2021). Preservice secondary science teachers’ implementation of an NGSS practice: Using mathematics and computational thinking. Journal of Science Teacher Education, 32(2), 188–209. https://doi.org/10.1080/1046560X.2020.1805200

    Article  Google Scholar 

  • Aridi, R. (2021). Engineers pick the ten best STEM toys to give as gifts this year. Smithsonian Magazine. Retrieved June 23, 2022, from https://www.smithsonianmag.com/innovation/engineers-pick-the-ten-best-stem-toys-to-give-as-gifts-this-year-180979110/

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.

  • Bartholomew, S. R., Yauney, J., Wolfley, K., & Park, M. (2022a). Digital storyboarding as a way to integrate literacy, engineering, and technology. Technology and Engineering Teacher, 82(2), 19–27.

    Google Scholar 

  • Bartholomew, S. R., Santana, V. & Yauney, J. (2022b). Exploring elementary student and teacher perceptions of STEM and CS abilities. Journal of STEM Teacher Education, (In press).

  • Bowers, S., & Ernst, J. (2018). Assessing elementary in-service teachers’ STEM-centric lesson plans. Journal of STEM Education: Innovations and Research, 19(2), 5–12.

    Google Scholar 

  • Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Paper presented at the annual meeting of the American Educational Research Association (AERA). Vancouver, BC, Canada.

  • Campbell, L. O., & Heller, S. (2019). Building computational thinking: Design and making in teacher education. In J. Leonard, A. C. Burrows, & R. S. Kitchen (Eds.), Recruiting, preparing, and retaining stem teachers for a global generation (pp. 163–189). Brill Sense.

    Google Scholar 

  • Celepkolu, M., O'Halloran, E., & Boyer, K. (2020). Upper elementary and middle grade teachers' perceptions, concerns, and goals for integrating CS into classrooms. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, Portland, OR, 965–970. ACM. https://doi.org/10.1145/3328778.3366937

  • Century, J., Ferris, K. A., & Zuo, H. (2020). Finding time for computer science in the elementary school day: A quasi-experimental study of a transdisciplinary problem-based learning approach. International Journal of STEM Education, 7(1), 1–16. https://doi.org/10.1186/s40594-020-00218-3

    Article  Google Scholar 

  • Chaudhary, V., Agrawal, V., Sureka, P., & Sureka, A. (2016). An experience report on teaching programming and computational thinking to elementary level children using Lego robotics education kit. IEEE Eighth International Conference on Technology for Education, T4E, 38–41. https://doi.org/10.1109/T4E.2016.016

    Article  Google Scholar 

  • de Guzman, C. (2021). The best inventions of 2021. Teaching kids to code: Sphero Indi. Time. Retrieved June 23, 2022, from https://time.com/collection/best-inventions-2021/6112660/sphero-indi/

  • Denning, P. J. (2017). Computational thinking in science. American Scientist, 105(1), 13–17.

    Article  Google Scholar 

  • Dong, Y., Catete, V., Jocius, R., Lytle, N., Barnes, T., Albert, J., Joshi, D., Robinson, R., & Andrews, A. (2019). PRADA: A practical model for integrating computational thinking in K-12 education. Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 906–912. https://doi.org/10.1145/3287324.3287431

  • Eells, R. J. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achievement (Publication No. 133) [Doctoral dissertation, Loyola University Chicago]. https://ecommons.luc.edu/luc_diss/133

  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65. https://doi.org/10.1080/0013188960380104

    Article  Google Scholar 

  • Fauth, B., Decristan, J., Decker, A., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882

    Article  Google Scholar 

  • Fetterly, J. (2020). Fostering mathematical creativity while impacting beliefs and anxiety in mathematics. Journal of Humanistic Mathematics, 10(2), 102–128. https://doi.org/10.5642/jhummath.202002.07

    Article  Google Scholar 

  • Fontana, J., & Lapp, D. (2018). New data on teacher diversity in Pennsylvania. Research for Action. https://www.researchforaction.org/publications/new-data-on-teacher-diversity-in-pennsylvania/

  • Foorman, B., Herrera, S., Dombek, J., Schatschneider, C., & Petscher, Y. (2017). The relative effectiveness of two approaches to early literacy intervention in grades K–2 (REL 2017–251). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. http://ies.ed.gov/ncee/edlabs

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

    Article  Google Scholar 

  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.

  • Glezou, K. V. (2020). Fostering computational thinking and creativity in early childhood education: Play-learn-construct-program-collaborate. In Fostering Computational Thinking and Creativity in Early Childhood Education 324–347. https://doi.org/10.4018/978-1-7998-1486-3.ch016

  • Gonzales, D. (2021). It’s not rocket science, it’s computer science! An online computer science professional development module for upper-elementary educators: Blasting into computing systems, networks, and the internet. (Master’s thesis, University of Hawaii at Manoa). http://hdl.handle.net/10125/75612

  • Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786. https://doi.org/10.1037/a0032198

    Article  Google Scholar 

  • Horn, M. S. (2018). Tangible interaction and cultural forms: Supporting learning in informal environments. Journal of the Learning Sciences, 27(4), 632–665.

    Article  Google Scholar 

  • Hulse, T., Daigle, M., Manzo, D., Braith, L., Harrison, A., & Ottmar, E. (2019). From here to there! elementary: A game-based approach to developing number sense and early algebraic understanding. Educational Technology Research and Development, 67(2), 423–441. https://doi.org/10.1007/s11423-019-09653-8

    Article  Google Scholar 

  • Hynes, M. M., Cardella, M. E., Moore, T. J., Brophy, S. P., Purzer, S., Tank, K. M., Menekse, M., Yeter, I. H., & Ehsan, H. (2019). Inspiring young children to engage in computational thinking in and out of school (research to practice). In Proceedings of the 2019 American Society for Engineering Education Annual Conference & Exposition. https://peer.asee.org/26712

  • International Technology and Engineering Educators Association (ITEEA). (2020). Standards for technological and engineering literacy: Defining the role of technology and engineering in STEM education. https://www.iteea.org/stel.aspx

  • Isnaini, R., & Budiyanto, C. (2018). The influence of educational robotics to computational thinking skill in early childhood education. Proceedings of the 1st International Conference on Computer Science and Engineering Technology, Universitas Muria Kudus.

  • Kermish-Allen, R., Buffingston, P., Byrd, S., Nickerson, B., & Tate, R. (2020). Rural research-to-practice partnerships integrating computer science K-8. Proceedings of the 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Portland, OR, 1–2. IEEE. https://doi.org/10.1109/RESPECT49803.2020.9272439

  • Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001

    Article  Google Scholar 

  • Love, T. S., & Asempapa, R. (2022). A screen-based or physical computing unit? Examining secondary students’ attitudes toward coding. International Journal of Child-Computer Interaction, (In press).

  • Love, T. S., & Griess, C. J. (2020). Rosie Revere’s orangutan dilemma: Integrating computational thinking through engineering practices. Science and Children, 58(2), 70–76.

    Google Scholar 

  • Love, T. S., & Strimel, G. (2016). Computer science and technology and engineering education: A content analysis of standards and curricular resources. The Journal of Technology Studies, 42(2), 76–88. https://doi.org/10.21061/jots.v42i2.a.2

  • Love, T. S., Attaluri, A., Tunks, R. D., Cysyk, J., Harter, K., & Sipos, R. (2022). Examining science and technology/engineering educators’ views of teaching biomedical concepts through physical computing. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-022-09996-7

  • Mason, S. L., & Rich, P. J. (2019). Preparing elementary school teachers to teach computing, coding, and computational thinking. Contemporary Issues in Technology and Teacher Education, 19(4), 790–824.

    Google Scholar 

  • Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483–491.

    Article  Google Scholar 

  • National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Author.

  • National Research Council (NRC). (2001). Adding it up: Helping children learn mathematics. The National Academies Press. https://doi.org/10.17226/9822.

  • National Research Council (NRC). (2011). Report of a workshop on the pedagogical aspects of computational thinking. The National Academies Press. https://doi.org/10.17226/13170

  • National Governors Association Center for Best Practices & Council of Chief State School Officers (NGA Center & CCSSO). (2010a). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Author. http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdfhttp://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf

  • National Governors Association Center for Best Practices & Council of Chief State School Officers (NGA Center & CCSSO). (2010b). Common core state standards for mathematics. Author. http://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf

  • NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.

  • Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can be done? Assessment and Evaluation in Higher Education, 33(3), 301–314. https://doi.org/10.1080/02602930701293231

    Article  Google Scholar 

  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books, Inc.

  • Piaget, J. (1954). Language and thought from a genetic perspective. Acta Psychologica, 10, 51–60. https://doi.org/10.1016/0001-6918(54)90004-9

    Article  Google Scholar 

  • Plumley, C. L. (2019). 2018 NSSME+: Status of elementary school science. Horizon Research, Inc.

  • Rich, P. J. (2022). Coding is elementary catalog. Retrieved June 23, 2022, from https://peter-rich-tech-tools.herokuapp.com/

  • Rich, P. J., Larsen, R. A., & Mason, S. L. (2021a). Measuring teacher beliefs about coding and computational thinking. Journal of Research on Technology in Education, 53(3), 296–316.

  • Rich, P. J., Mason, S. L., & O’Leary, J. (2021b). Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking. Computers and Education, 168(2021), 104196. https://doi.org/10.1016/j.compedu.2021.104196

  • Robertson, L., Nivens, R., & Lange, A. A. (2020). Tackling integrated STEM in elementary education: A collaborative approach. International Association of Laboratory Schools Journal, 10(1), 1–13.

    Google Scholar 

  • Rubin, R., Abrego, M. H., & Sutterby, J. A. (2015). Less is more in elementary school: Strategies for thriving in a high-stakes environment. Routledge.

  • Rutherford, T., Long, J. J., & Farkas, G. (2017). Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention. Contemporary Educational Psychology, 51, 22–36. https://doi.org/10.1016/j.cedpsych.2017.05.005

    Article  Google Scholar 

  • Semiawan, T. (2019). User interface design analysis pertaining to computational thinking framework. Proceedings of the 8th International Conference on Informatics, Environment, Energy and Applications (IEEA), 238–242. https://doi.org/10.1145/3323716.3323741

  • Silver, E. (1997). Fostering creativity though instruction rich in mathematical problem solving and problem posing. International Reviews on Mathematical Education, 29, 75–80.

    Google Scholar 

  • Sphero, Inc. (2021a). Indi educator guide book. Author. https://sphero.com/pages/sphero-indi

  • Sphero, Inc. (2021b). Indi supports learning outcomes: Literacy and math development. Author. https://sphero.com/pages/sphero-indi

  • Sweet, M. (2011). Balloons over Broadway: The true story of the puppeteer of Macy’s parade. Houghton Mifflin Harcourt.

  • Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–577. https://doi.org/10.1007/s11423-016-9481-2

    Article  Google Scholar 

  • Umam, M. U. K., Budiyanto, C., & Rahmawati, A. (2019). Literature review of robotics learning devices to facilitate the development of computational thinking in early childhood. Proceedings of the AIP Conference, 2194(020133), 1–9. https://doi.org/10.1063/1.5139865

    Article  Google Scholar 

  • Weintrop, D., Walkoe, J., Walton, M., Bih, J., Moon, P., Elby, A., Bennett, B., & Kantzer, M. (2022). Sphero.Math: A computational thinking-enhanced fourth grade mathematics curriculum. In A. Ottenbreit-Leftwich & A. Yadav (Eds.) Computational Thinking in PreK-5: Empirical Evidence for Integration and Future Directions. (pp. 39–46). Association for Computing Machinery (ACM). https://doi.org/10.1145/3507951.3519286

  • Wing, J. (2006). Computational thinking. Communications of the ACM, 49(3), 33–36.

    Article  Google Scholar 

Download references

Acknowledgements

The authors wish to acknowledge Peter Rich, Professor of Instructional Psychology & Technology at Brigham Young University; Jane Wilburne, Professor of Mathematics Education at Penn State Harrisburg; Jessica Hawkins, Elementary School Teacher at Westridge Elementary School; Neisha Hawkins, former Elementary School Teacher; and Hawley Wood, former Elementary School Teacher for their professional contributions in helping analyze the qualitative data.

Author information

Authors and Affiliations

  1. Department of Teacher Education, The Pennsylvania State University - Capital Campus, 777 W. Harrisburg Pike, W331 Olmsted Bldg, Middletown, PA, 17057, USA

    Tyler S. Love

  2. Technology and Engineering Studies, Brigham Young University, 230-F SNLB, Provo, UT, 84602, USA

    Scott R. Bartholomew

  3. Brigham Young University, 230-F SNLB, Provo, UT, 84602, USA

    Jessica Yauney

Authors
  1. Tyler S. Love
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Scott R. Bartholomew
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jessica Yauney
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

TSL facilitated the PD, prepared the study materials, and collected the data. All authors helped conceptualize the study, analyzed the data, wrote the first draft of the manuscript, contributed to subsequent versions of the manuscript, and provided necessary revisions. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Tyler S. Love.

Ethics declarations

Ethics Approval

The questionnaire and methodology for this study was approved by the Office for Research Protections at The Pennsylvania State University.

Consent to Participate

Informed consent was obtained from all individual participants included in the study.

Consent for Publication

Participants were informed of our intent to publish the survey results and voluntarily consented to share their responses.

Competing Interests

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Love, T.S., Bartholomew, S.R. & Yauney, J. Examining Changes in Teachers’ Beliefs Toward Integrating Computational Thinking to Teach Literacy and Math Concepts in Grades K-2. Journal for STEM Educ Res 5, 380–401 (2022). https://doi.org/10.1007/s41979-022-00077-3

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s41979-022-00077-3

Keywords

Search

Navigation