在高等教育中使用micro:bit整合和发展计算思维:检查对预服务教师对进一步K-12数学教育的自我感知内容知识,态度和情绪的影响
Jin Su Jeong1, David González-Gómez1
1Department of Science and Mathematics Education, Teacher Training College, University of Extremadura, Cáceres, Spain.
Frontiers in psychology
|February 16, 2026
概括
预服务数学教师使用微:比特技术提高了计算思维 (CT) 技能和态度. 这种教育干预提高了他们准备好在K-12数学中教授CT的准备.
科学领域:
- 教育技术的教育技术
- 计算机科学教育计算机科学教育
- 数学教师教育 数学教师教育
背景情况:
- 计算思维 (CT) 是21世纪至关重要的技能,对K-12教育至关重要,但有效的数学教学策略仍未得到充分探索.
- 预服务教师需要专门的培训,以便在未来的数学教学中有效地整合CT.
- 高等教育机构 (HEI) 越来越多地将CT纳入课程,需要研究教学方法.
研究的目的:
- 通过使用micro:bit技术,研究CT内容知识在预服务数学教师中的整合和发展.
- 检查结构化教育干预对教师自我感知的CT知识,态度和情绪的影响.
- 评估基于micro:bit的活动在提高未来K-12数学教育工作者的CT能力方面的有效性.
主要方法:
- 一个六步干预序列,涉及CT概念,块编程,Python编码和使用micro:bit.物理计算器的物理计算器构建.
- 一个预试验性设计,使用了228名预服务数学教师,最初在CT中准备不足.
- 在干预前后评估自我感知CT内容知识,态度和情绪.
主要成果:
- 干预后观察到自认CT内容知识和积极态度的显著增加.
- 微:比特活动显示了核心CT组件的显著改进.
- 虽然整体态度有所改善,但特定的负面情绪如丧和无聊仍然存在.
结论:
- 将micro:bit技术集成到高等教育机构中有效地提高了预服务数学教师的CT内容知识和积极态度.
- 这项干预支持CT技能的发展,这对于改善K-12数学教学至关重要.
- 进一步的研究可以验证测量仪器,并探索CT教育中持续的情感影响.
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