Evaluating Pre-Service Primary School Teachers' Scientific Knowledge on Computational Thinking

Background/purpose. Computational Thinking is a content that has been integrated into primary education curricula in several countries. Its proper integration into education is not limited to its inclusion in the educational curricula, and teachers and pre-service teachers must develop the necessary knowledge to integrate it into their practices in an appropriate way. This article aims to evaluate the scientific knowledge of pre-service primary school teachers on Computational Thinking during a training program of a primary school context, through the analysis of their Levels of Knowledge and Performance on Computational Thinking across three moments (Pre-Intervention, Post-Intervention I, and Post-Intervention II) of task implementation of a 9-month training program.

Materials/methods. This is a mixed-methods study, utilizing both quantitative and qualitative methods to analyze the scientific knowledge on Computational Thinking among 19 pre-service primary school teachers (mean age of 24.47 ± 9.576) enrolled in master’s programs in Portugal during the academic year 2023/2024, who constitute the sample of this study. The scientific knowledge on Computational Thinking was evaluated through participants’ Levels of Knowledge and Performance, using quantitative analysis across the three moments, complemented by a qualitative component that contextualized and deepened the interpretation of the results, enabling a more comprehensive understanding of their development throughout the training program.

Results. The study results revealed statistically significant differences in the scientific knowledge on Computational Thinking of pre-service primary school teachers in terms of levels and performance on Computational Thinking, between Pre-Intervention, Post-Intervention I, and Post-Intervention II. In addition, they showed that the pre-service teachers improved their scientific knowledge throughout the implementation of the training program.

Conclusion. The principal contribution of this study lies in outlining a procedure for assessing the scientific knowledge of pre-service primary school teachers regarding Computational Thinking within the context of initial teacher training.

Keywords: Computational thinking, training program, initial teacher training, primary school

References

Angeli, C. (2022). The effects of scaffolded programming scripts on pre-service teachers’ computational thinking: Developing algorithmic thinking through programming robots. International Journal of Child-Computer Interaction, 31, 100329. https://doi.org/10.1016/j.ijcci.2021.100329

Angeli, C., & Georgiou, K. (2023). Investigating the effects of gender and scaffolding in developing preschool children’s computational thinking during problem-solving with Bee-Bots. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.757627

Branco, N., & Ponte, J. (2014). Articulação entre pedagogia e conteúdo na formação inicial de professores dos primeiros anos: Uma experiência em Álgebra. In J. Ponte (Ed.), Práticas profissionais dos professores de matemática (pp. 379–408). Instituto de Educação, Universidade de Lisboa.

Caldatto, M., & Ribeiro, C. (2020). Especificidades do conhecimento do professor de matemática na e para a formação: uma discussão em torno do programa de complementação pedagógica. Revista Brasileira de Educação, 25. https://doi.org/10.1590/s1413-24782020250031

Canavarro, A., Brunheira, L., Vicente, M., & Brito, S. (2022). Coletânea de tarefas - 3. o ano de escolaridade.

Canavarro, A., Oliveira, H., & Menezes, L. (2012). Práticas de ensino exploratório da matemática: o caso de Célia. Investigação Em Educação Matemática, 255–266.

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.

Conceição, T., Baptista, M., & Ponte, J. (2022). Examining Pre-service Science Teachers’ Pedagogical Content Knowledge Through Lesson Study. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2060. https://doi.org/10.29333/ejmste/11442

Dong, W., Li, Y., Sun, L., & Liu, Y. (2024). Developing pre-service teachers’ computational thinking: a systematic literature review. International Journal of Technology and Design Education, 34(1), 191–227. https://doi.org/10.1007/s10798-023-09811-3

Duarte, N., Ponte, J., & Faria, F. (2025). Introducing Exploratory Teaching in Preservice Teacher Education Through Lesson Study. Education Sciences, 15(3), 315. https://doi.org/10.3390/educsci15030315

Duarte, N., Ponte, J., & Pinto, H. (2024). Estudo de aula como promotor do desenvolvimento do conhecimento de futuros professores sobre preparação de aulas. Avances de Investigación En Educación Matemática, 26, 21–39. https://doi.org/10.35763/aiem26.5428

Ferguson, C. (2009). An effect size primer: A guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532–538. https://doi.org/10.1037/a0015808

Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics (5th ed.). SAGE Publications Ltd.

Freitas, Y., Abbasi, M., Brito-Costa, S., Pinto, R., Rato, V., & Martins, F. (2024). Exploratory teaching: Integrating applet to teach arithmetic multiplication operation. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), em2546. https://doi.org/10.29333/ejmste/15666

Gomes, A., Ferreira, D., & Gonçalves, C. V. (2023). Explorando tarefas matemáticas para a formação de professores do ensino básico: desafios e possibilidades. Boletim Online de Educação Matemática, 11, e0002. https://doi.org/10.5965/2357724X112023e0002

Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051

Haşlaman, T., Mumcu, F., & Uslu, N. (2024). Fostering computational thinking through digital storytelling: a distinctive approach to promoting computational thinking skills of pre-service teachers. Education and Information Technologies, 1–27. https://doi.org/10.1007/s10639-024-12583-5

Hsu, C.-Y., & Tsai, M.-J. (2024). Predicting Robotics Pedagogical Content Knowledge: The Role of Computational and Design Thinking Dispositions via Teaching Beliefs. Journal of Educational Computing Research, 62(5), 1159–1181. https://doi.org/10.1177/07356331241236882

Humble, N., & Mozelius, P. (2023). Making programming part of teachers’ everyday life – Programming affordances and constraints for K-12 mathematics and technology. International Journal of Information and Learning Technology, 40(1), 98–112. https://doi.org/10.1108/IJILT-03-2022-0069

Karalar, H., & Aslan Altan, B. (2018). New technologies in microteaching: Is it possible for web 2.0 tools to affect prospective teachers’ web pedagogical content knowledge and teacher self-efficacy? International Online Journal of Education and Teaching (IOJET), 5(3), 535–551.

Looi, C., Chan, S., Wu, L., Huang, W., Kim, M., & Sun, D. (2024). Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance. International Journal of Science and Mathematics Education, 22(5), 993–1011. https://doi.org/10.1007/s10763-023-10419-1

Marôco, J. (2021). Análise Estatística com o SPSS Statistics (8a Edição). ReportNumber.

Martínez, M., Lévêque, O., Benítez, I., Hardebolle, C., & Zufferey, J. (2022). Assessing Computational Thinking: Development and Validation of the Algorithmic Thinking Test for Adults. Journal of Educational Computing Research, 60(6), 1436–1463. https://doi.org/10.1177/07356331211057819

Ministério da Educação. (2021). Aprendizagens essenciais de Matemática. Lisboa: ME.

Ortuño-Meseguer, G., & Serrano, J. (2024). Implementation and training of primary education teachers in computational thinking: a systematic review. RIED-Revista Iberoamericana de Educacion a Distancia, 27(1), 255–287. https://doi.org/10.5944/ried.27.1.37572

Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (Vol. 181, Issue 4). https://doi.org/10.4324/9781003117452

Palop, B., Díaz, I., Rodríguez-Muñiz, L., & Santaengracia, J. (2025). Redefining computational thinking: A holistic framework and its implications for K-12 education. Education and Information Technologies, 30, 13385–13410. https://doi.org/10.1007/s10639-024-13297-4

Peracaula-Bosch, M., & Gonzalez-Martinez, J. (2022). Developing computational thinking among pre-service teachers. QWERTY, 17(1), 28–44. https://doi.org/10.30557/QW000049

Pestana, M., & Gageiro, J. (2014). Análise de dados para ciências sociais: A complementaridade do SPSS [Data analysis for social sciences: The complementarity of SPSS]. Edições Sílabo, Lda.

Ponte, J. (2012). Estudiando El Conocimiento Y El Desarrollo Profesional Del Profesorado De Matemáticas. In N. Planas (Ed.), Teoria, crítica y prática de la educación matemática (pp. 83–98). Graó.

Quaresma, M., Neves, R., & Macedo, A. (2022). Prática profissional e o estágio curricular supervisionado: experiências com lesson study na formação inicial de professores de matemática. Educação Matemática Em Revista - RS, 1(23). https://doi.org/10.37001/EMR-RS.v.2.n.23.2022.p.135-148

Rodrigues, R. N., Costa, C., Brito-Costa, S., Abbasi, M., & Martins, F. (2025). Impact of a Training Program on Developing Computational Thinking in Pre-Service Primary School Teachers: From Theory to Practice. Educational Process: International Journal, 14, e2025037. https://doi.org/10.22521/edupij.2025.14.37

Rodrigues, R. N., Costa, C., & Martins, F. (2024). Integration of computational thinking in initial teacher training for primary schools: a systematic review. In Frontiers in Education (Vol. 9, Issue 1330065, pp. 1–8). https://doi.org/10.3389/feduc.2024.1330065

Santana, E., Ponte, J., & Serrazina, M. (2020). Conhecimento Didático do Professor de Matemática à Luz de um Processo Formativo. Bolema: Boletim de Educação Matemática, 34(66), 89–109. https://doi.org/10.1590/1980-4415v34n66a05

Santos, J., Silva, J., & Lavicza, Z. (2025). Preparing Math Teachers for the Future: Analysing the Use of Technology in a Master’s Program. The Electronic Proceedings of the 29th Asian Technology Conference in Mathematics.

Silva, R., Costa, C., Freitas, Y., Martins, F., & Cebrián-de-la-Serna, M. (2024). Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2515. https://doi.org/10.29333/ejmste/15199

Silva, R., Costa, C., & Martins, F. (2024). Pre-service teachers’ perceptions towards integrating educational robotics in the primary school. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2419. https://doi.org/10.29333/ejmste/14356

Sukkamart, A., Sermsri, N., Kantathanawat, T., Nakwijit, R., & Meekhobtong, S. (2024). Computer Education Student Teacher Complex Problem-Solving Skills Development using Computational Thinking and Visualization Tools. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2). https://doi.org/10.57239/PJLSS-2024-22.2.00364

Sun, L., You, X., & Zhou, D. (2023). Evaluation and development of STEAM teachers’ computational thinking skills: Analysis of multiple influential factors. Education and Information Technologies, 28(11), 14493–14527. https://doi.org/10.1007/s10639-023-11777-7

Tabachnick, B., & Fidell, L. (2021). Using multivariate statistics (7 th). Pearson.

Tankiz, E., & Atman Uslu, N. (2023). Preparing Pre-Service Teachers for Computational Thinking Skills and its Teaching: A Convergent Mixed-Method Study. Technology, Knowledge and Learning, 28(4), 1515–1537. https://doi.org/10.1007/s10758-022-09593-y

Täschner, J., Dicke, T., Reinhold, S., & Holzberger, D. (2025). “Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy. Review of Educational Research, 95(1), 3–52. https://doi.org/10.3102/00346543231221499

Voon, X., Wong, S., Wong, L., Khambari, M., & Syed-Abdullah, S. (2022). Developing Computational Thinking Competencies through Constructivist Argumentation Learning: A Problem-Solving Perspective. International Journal of Information and Education Technology, 12(6), 529–539. https://doi.org/10.18178/IJIET.2022.12.6.1650

Ye, H., Liang, B., Ng, O.-L., & Chai, C. (2023). Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10(1), 3. https://doi.org/10.1186/s40594-023-00396-w

Yun, M., & Crippen, K. (2025). Computational Thinking Integration into Pre-Service Science Teacher Education: A Systematic Review. Journal of Science Teacher Education, 36(2), 225–254. https://doi.org/10.1080/1046560X.2024.2390758

Zaragoza, A., Seidel, T., & Hiebert, J. (2024). Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation. European Journal of Teacher Education, 47(1), 120–139. https://doi.org/10.1080/02619768.2021.1996558

Zeng, Y., Yang, W., & Bautista, A. (2023). Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework. Educational Research Review, 39, 100520. https://doi.org/10.1016/j.edurev.2023.100520

Zha, S., Jin, Y., Moore, P., & Gaston, J. (2020). Hopscotch into Coding: Introducing Pre-Service Teachers Computational Thinking. TechTrends, 64(1), 17–28. https://doi.org/10.1007/s11528-019-00423-0

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!