Abstract

The importance of developing individuals’ computational thinking (CT) skills has given rise to many practices and research and development initiatives. Although there is a considerable volume of research on improving students’ CT skills, remarkably little is known about teachers’ design work to improve students’ CT skills. This multiple case study aimed to explore high school computer science teachers’ instructional design (ID) process. Data were collected through interviews, lesson plans, and classroom observations from three K-12 cases. The results showed that teachers’ ID processes had both similarities; including the design steps, the analysis step predominance, and the interaction intensity between the stages, and differences; included the number of interactions and the connections within the stages. Moreover, teachers’ beliefs about teaching and learning CT affected ID process.

摘要

发展个人计算思维 (CT) 技能的重要性已经引起了许多实践和研发计划。尽管有大量关于提高学生 CT 技能的研究，但对于教师设计工作以提高学生 CT 技能知之甚少。这个多案例研究旨在探索高中计算机科学教师的教学设计 (ID) 过程。通过访谈、课程计划和课堂观察从三个 K-12 案例中收集数据。结果表明，教师的身份认同过程具有相似性；包括设计步骤、分析步骤的优势、阶段之间的交互强度和差异；包括交互的数量和阶段内的连接。而且，