Bridging pedagogy and computational thinking: a teacher-oriented framework grounded in primary classroom teachers’ experiences

Cücü H., DAĞ F.

Journal of Research on Technology in Education, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1080/15391523.2026.2733047
  • Dergi Adı: Journal of Research on Technology in Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Business Source Ultimate (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Engineering Source (EBSCO)
  • Anahtar Kelimeler: Computational thinking, elementary education, pedagogical practice, teacher professional development, technology integration
  • Kocaeli Üniversitesi Adresli: Evet

Özet

This qualitative study explores primary classroom teachers’ understandings, instructional practices, and perspectives related to computational thinking (CT). Data were collected through in-depth interviews with 37 teachers. Findings indicate that teachers engage with CT primarily to enhance instructional quality and professional competence; however, their conceptual understanding of CT remains limited and is largely developed through self-directed learning. Instructional practices predominantly involve block-based coding tools, unplugged activities, and STEAM-integrated approaches, while systematic assessment of students’ CT skills is uncommon. Based on these findings, the study proposes a Teacher-Oriented Conceptual Framework for CT consisting of five interrelated dimensions: engagement, knowledge, practice, professional development, and perspective. By conceptualizing CT as a multidisciplinary pedagogical practice, the framework offers implications for designing sustainable professional development in primary education.