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<p>Computational thinking (CT) has been increasingly recognized as a vital skill for fostering students’ problem-solving and digital literacy. Preparing and motivating preservice teachers (PSTs) to effectively teach CT is, therefore, essential. Grounded in expectancy-value theory, this mixed methods research explored the impact of a workshop using unplugged activities on PSTs’ (<i>N</i> = 39) motivation on CT during a science methods course. The analysis of the responses to the survey items revealed significant improvements in PSTs’ competence and interest. The follow-up interviews highlighted that, due to the unplugged activities, PSTs were able to reduce stress, enhance their understanding, and connect CT to daily life, which increased their competence and interest in teaching CT. These findings extend the application of expectancy-value theory by demonstrating how unplugged activities can positively influence PSTs’ motivation to teach CT. The study underscores the importance of incorporating accessible, hands-on activities into teacher preparation programs to support PSTs in advancing CT education in classrooms.</p>

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Unplugged activities to support preservice teachers’ competence, interest, and utility value on computational thinking: A mixed-method inquiry

  • 期刊论文

  • 发表日期：

    2025年4月7日

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  • Yuanhua Wang,
  • Ugur Kale

摘要

Computational thinking (CT) has been increasingly recognized as a vital skill for fostering students’ problem-solving and digital literacy. Preparing and motivating preservice teachers (PSTs) to effectively teach CT is, therefore, essential. Grounded in expectancy-value theory, this mixed methods research explored the impact of a workshop using unplugged activities on PSTs’ (N = 39) motivation on CT during a science methods course. The analysis of the responses to the survey items revealed significant improvements in PSTs’ competence and interest. The follow-up interviews highlighted that, due to the unplugged activities, PSTs were able to reduce stress, enhance their understanding, and connect CT to daily life, which increased their competence and interest in teaching CT. These findings extend the application of expectancy-value theory by demonstrating how unplugged activities can positively influence PSTs’ motivation to teach CT. The study underscores the importance of incorporating accessible, hands-on activities into teacher preparation programs to support PSTs in advancing CT education in classrooms.