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- W4372782017 abstract "Background and Context Using a transformative learning framework, this qualitative study examines the perspectives and practices of 70 middle and high school content area teachers who attended two or more summer professional development workshops.Objective This study describes how teachers’ disciplinary perspectives and backgrounds influence their understanding of CT infusion and their implementation of CT-infused lessons.Method Data sources for this qualitative comparative case study analysis included: retrospective video reflections, implementation surveys, post-PD surveys, and instructional materials.Findings Analysis revealed differences in terms of disorienting dilemmas teachers faced, shifts in their frames of reference, the form of classroom CT infusion, and their integration of specific CT concepts.Implications This study contributes a comparative analysis of how teachers from different content areas come to understand CT infusion and implement CT-infused pedagogical practices to support their disciplinary teaching. Findings indicate the importance of including all teachers, STEM and non-STEM, in CT infusion efforts." @default.
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- W4372782017 date "2023-05-07" @default.
- W4372782017 modified "2023-10-16" @default.
- W4372782017 title "Computational thinking infusion as transformative teaching: investigating content area teacher perspectives and practices" @default.
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- W4372782017 doi "https://doi.org/10.1080/08993408.2023.2210458" @default.
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