Communications of the ACM - Self managed systems
CS4HS: an outreach program for high school CS teachers
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Commonsense computing (episode 3): concurrency and concert tickets
Proceedings of the third international workshop on Computing education research
A multidisciplinary approach towards computational thinking for science majors
Proceedings of the 40th ACM technical symposium on Computer science education
Thinking about computational thinking
Proceedings of the 40th ACM technical symposium on Computer science education
The profession of IT: Beyond computational thinking
Communications of the ACM - One Laptop Per Child: Vision vs. Reality
Examining science and engineering students' attitudes toward computer science
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
If ____________, you might be a computational thinker!
Proceedings of the 41st ACM technical symposium on Computer science education
Computational thinking in high school courses
Proceedings of the 41st ACM technical symposium on Computer science education
Why computational thinking should be integrated into the curriculum
Journal of Computing Sciences in Colleges
ACM Inroads
Introducing computational thinking in education courses
Proceedings of the 42nd ACM technical symposium on Computer science education
Changing perceptions of computer science and computational thinking among high school teachers
Journal of Computing Sciences in Colleges
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Computational thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone. To ensure that students develop this ability at the K-12 level, it is important to provide teachers with an adequate knowledge about CT and how to incorporate it into their teaching. This article describes a study on designing and introducing computational thinking modules and assessing their impact on preservice teachers’ understanding of CT concepts, as well as their attitude towards computing. Results demonstrate that introducing computational thinking into education courses can effectively influence preservice teachers’ understanding of CT concepts.