Kaya, E., & Yesilyurt, E., & Newley, A. D., & Deniz, H. (2018, June), Investigating Computational Thinking Self-Efficacy Beliefs of Pre-Service Elementary Teachers   Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30721

\bibitem{asee_peer_30721}
  Kaya, E., \& Yesilyurt, E., \& Newley, A. D., \& Deniz, H. (2018, June), \emph{Investigating Computational Thinking Self-Efficacy Beliefs of Pre-Service Elementary Teachers }
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30721

Erdogan Kaya, Ezgi Yesilyurt, Anna Danielle Newley, and Hasan Deniz.  "Investigating Computational Thinking Self-Efficacy Beliefs of Pre-Service Elementary Teachers ".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30721 Internet.  08 Sep, 2024

\bibitem{asee_peer_30721}
  Erdogan Kaya, Ezgi Yesilyurt, Anna Danielle Newley, and Hasan Deniz.
  "Investigating Computational Thinking Self-Efficacy Beliefs of Pre-Service Elementary Teachers ".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30721 Internet.  08 Sep, 2024

@INPROCEEDINGS{asee_peer_30721
author = "Erdogan Kaya, Ezgi Yesilyurt, Anna Danielle Newley, and Hasan Deniz"
title = "Investigating Computational Thinking Self-Efficacy Beliefs of Pre-Service Elementary Teachers "
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30721}
number = {10.18260/1-2--30721}
}

TY  - CPAPER
AB  - Bandura defines self-efficacy beliefs as awareness of the individual’s potential and capabilities to
accomplish a goal. Self-efficacy belief of teachers is a significant identifier of teachers’
performance and motivation in teaching the specific content successfully; however, K-12 science
teachers’ computational thinking self-efficacy beliefs are rarely discussed. Additionally,
providing professional development opportunities or modifying current science teaching
methods courses play a crucial role in improving teachers’ self-efficacy beliefs. With the release
of Next Generation Science Standards (NGSS), assessing K-12 science teachers’ self-efficacy
beliefs in computational thinking is an important research gap to study. Participating pre-service
elementary teachers enrolled in an undergraduate elementary science teaching methods course
during spring 2018 semester in a southwestern state university to program educational robots,
code visual block based programs, and solve puzzles of Zoombinis video game by following the
NGSS Computational Thinking practices. We administered a computational thinking self-efficacy
survey at the beginning and end of the related unit (i.e. the intervention). In this paper,
we report the impact of the intervention on self-efficacy beliefs of pre-service elementary science
teachers. We used SPSS Language to analyse our quantitative results. We performed
dependent t-test for the two self-efficacy beliefs subscales, Personal Computational Thinking
Teaching Efficacy (PCTTE) and Computational Thinking Teaching Outcome Expectancy
(CTTOE), to measure if there is a significant difference in self-efficacy beliefs prior and at the
end of the course training. Furthermore, based on the results of our exploratory research with
pre-service elementary teachers, we proposed implications of the study for K-12 self-efficacy and
computational thinking education research.
Keywords: Computational Thinking, video games, robotics, coding, self-efficacy beliefs, NGSS,
elementary, science teaching methods course, pre-service teachers, engineering, K-12
AU  - Erdogan Kaya
AU  - Ezgi Yesilyurt
AU  - Anna Danielle Newley
AU  - Hasan Deniz
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Investigating Computational Thinking Self-Efficacy Beliefs of Pre-Service Elementary Teachers 
UR  - https://peer.asee.org/30721
DO  - 10.18260/1-2--30721
ER  -