Exploring the development of computational thinking among pre-service teachers using visual programming: an interventionist case study
- Authors: Sepula, Chikondi
- Date: 2025-04-03
- Subjects: Computational thinking , Visual programming (Computer science) , Sociocultural perspective , Problem solving , Scratch (Computer program language) , Student teachers South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479996 , vital:78387
- Description: Due to its cognitive effect on learners, computational thinking (CT) has gained significant attention and has been increasingly integrated into primary and secondary education worldwide. The integration of CT into educational curricula offers several benefits, including improved learning outcomes, enhanced problem-solving abilities, and the development of skills necessary for the digital landscape of the 21st century. Recognizing these benefits, South Africa introduced CT in primary schools in 2023 through a dedicated subject, coding and robotics. However, teacher upskilling remains a major challenge, as many teachers lack the necessary skills to teach this subject effectively. This problem is particularly pronounced at the foundational phase, where delivering similar content to young learners presents additional pedagogical complexities. Thus, this study explored the development of CT skills with visual programming among foundational phase pre-service teachers. Situated within the interpretive paradigm, a qualitative case study methodology was employed, owing to its effectiveness in exploring contextual factors and complexities that influence human experiences. The study involved 49 first-year pre-service teachers in an Introduction to Technology module at Rhodes University. Purposive sampling was used to select the foundational phase pre-service teachers at Rhodes University. Data was collected using CT reflective tool, semi-structured interviews, focus-group discussions, and reflective journals. This study was grounded in Vygotsky’s sociocultural theory (SCT) to understand and mediate the development of CT through visual programming. It utilized the “Code, Connect, Create” professional development (PD) model as a structured teacher training approach for CT development through visual programming. Additionally, the “Use, Modify, Create” pedagogical model was implemented as a CT framework specific to visual programming to guide and regulate pedagogical decisions during the intervention. Brennan and Resnick’s 3D CT framework was employed to identify and analyse the CT concepts and skills incorporated in the study. Thematic analysis, which involved coding was used to generate themes from qualitative data to address the research questions. Results indicated that visual programming approach enhances CT by fostering interest, creativity, and collaboration. Key enablers included contextualised project-based learning, a clear rationale for CT, and prior programming exposure. Conversely, lack of a clear CT rationale, prior programming experience, and the multimedia nature of Scratch were identified as hindrances. The study concluded that visual programming effectively enhances CT among foundational phase pre-service teachers and recommended its early integration into their training programs to enhance CT skills. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Sepula, Chikondi
- Date: 2025-04-03
- Subjects: Computational thinking , Visual programming (Computer science) , Sociocultural perspective , Problem solving , Scratch (Computer program language) , Student teachers South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479996 , vital:78387
- Description: Due to its cognitive effect on learners, computational thinking (CT) has gained significant attention and has been increasingly integrated into primary and secondary education worldwide. The integration of CT into educational curricula offers several benefits, including improved learning outcomes, enhanced problem-solving abilities, and the development of skills necessary for the digital landscape of the 21st century. Recognizing these benefits, South Africa introduced CT in primary schools in 2023 through a dedicated subject, coding and robotics. However, teacher upskilling remains a major challenge, as many teachers lack the necessary skills to teach this subject effectively. This problem is particularly pronounced at the foundational phase, where delivering similar content to young learners presents additional pedagogical complexities. Thus, this study explored the development of CT skills with visual programming among foundational phase pre-service teachers. Situated within the interpretive paradigm, a qualitative case study methodology was employed, owing to its effectiveness in exploring contextual factors and complexities that influence human experiences. The study involved 49 first-year pre-service teachers in an Introduction to Technology module at Rhodes University. Purposive sampling was used to select the foundational phase pre-service teachers at Rhodes University. Data was collected using CT reflective tool, semi-structured interviews, focus-group discussions, and reflective journals. This study was grounded in Vygotsky’s sociocultural theory (SCT) to understand and mediate the development of CT through visual programming. It utilized the “Code, Connect, Create” professional development (PD) model as a structured teacher training approach for CT development through visual programming. Additionally, the “Use, Modify, Create” pedagogical model was implemented as a CT framework specific to visual programming to guide and regulate pedagogical decisions during the intervention. Brennan and Resnick’s 3D CT framework was employed to identify and analyse the CT concepts and skills incorporated in the study. Thematic analysis, which involved coding was used to generate themes from qualitative data to address the research questions. Results indicated that visual programming approach enhances CT by fostering interest, creativity, and collaboration. Key enablers included contextualised project-based learning, a clear rationale for CT, and prior programming exposure. Conversely, lack of a clear CT rationale, prior programming experience, and the multimedia nature of Scratch were identified as hindrances. The study concluded that visual programming effectively enhances CT among foundational phase pre-service teachers and recommended its early integration into their training programs to enhance CT skills. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Exploring grade 11 learners’ mathematical problem-solving skills using Polka’s model during the learning of Euclidean geometry
- Authors: Hlupeni, Ratham
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Euclidean geometry , Problem solving , Pólya, George, 1887-1985 , Mathematics Problems, exercises, etc.
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436465 , vital:73274
- Description: The skill of Problem-solving in Mathematics is very imperative. Poor performance by most South African learners in schools and international tests such as the Trends in International Mathematics and Science, calls for emphasis to be placed on problem-solving in the teaching and learning of Mathematics. Euclidean Geometry is perceived, especially by learners, to be one of the difficult components of Mathematics. Thus, the aim of this study was to explore and develop the mathematical problem-solving and geometric skills of Grade 11 learners in Euclidean Geometry. Polya’s model of problem-solving was employed in geometric skills development as a tool for intervention. The concepts Geometry and problem-solving formed the conceptual framework of the study, while the social cognitive theory constituted the theoretical framework. A case study was used as the main research method following a mixed method approach within an interpretivist paradigm. Purposive and convenience sampling methods were used in the selection of both the Mathematics class and the six learners whose work was further observed and analysed. Data about the geometric skills displayed by the learners was gathered using a moderated pre-intervention test; observations; document analysis; a moderated post-intervention test; and focus group interviews. Data was analysed quantitatively using descriptive statistics and qualitatively using thematic analysis. In the pre-intervention test, learners did not bring with them expected geometric skills to the classroom before they were introduced to grade11 Geometry content and when doing problem-solving during intervention, the four stages of model used were not necessarily following each other in a linear sequence with most of the learners not applying the fourth stage “look back”. In the post intervention test, the frequency of use and application of most geometric skills improved in comparison to the pre-intervention test; the frequency of correct and inappropriate application of the skills increased at the expense of incorrect application. Learners appreciated the four stages model and gave their views related to the challenged faced during the use of the four stages model and the challenges revealed include: practice related challenges, challenges specific to certain learners, concept related challenges, curriculum-related challenges, model application challenge, and context related challenges. The study concludes that the effective use of Polyas’ four stages model can yield great results in developing learners’ geometric and problem-solving skills. The study recommends that teachers give more attention to prior geometric knowledge, teaching of geometric theorems, teaching of geometric problem-solving, and the learning environment. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Hlupeni, Ratham
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Euclidean geometry , Problem solving , Pólya, George, 1887-1985 , Mathematics Problems, exercises, etc.
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436465 , vital:73274
- Description: The skill of Problem-solving in Mathematics is very imperative. Poor performance by most South African learners in schools and international tests such as the Trends in International Mathematics and Science, calls for emphasis to be placed on problem-solving in the teaching and learning of Mathematics. Euclidean Geometry is perceived, especially by learners, to be one of the difficult components of Mathematics. Thus, the aim of this study was to explore and develop the mathematical problem-solving and geometric skills of Grade 11 learners in Euclidean Geometry. Polya’s model of problem-solving was employed in geometric skills development as a tool for intervention. The concepts Geometry and problem-solving formed the conceptual framework of the study, while the social cognitive theory constituted the theoretical framework. A case study was used as the main research method following a mixed method approach within an interpretivist paradigm. Purposive and convenience sampling methods were used in the selection of both the Mathematics class and the six learners whose work was further observed and analysed. Data about the geometric skills displayed by the learners was gathered using a moderated pre-intervention test; observations; document analysis; a moderated post-intervention test; and focus group interviews. Data was analysed quantitatively using descriptive statistics and qualitatively using thematic analysis. In the pre-intervention test, learners did not bring with them expected geometric skills to the classroom before they were introduced to grade11 Geometry content and when doing problem-solving during intervention, the four stages of model used were not necessarily following each other in a linear sequence with most of the learners not applying the fourth stage “look back”. In the post intervention test, the frequency of use and application of most geometric skills improved in comparison to the pre-intervention test; the frequency of correct and inappropriate application of the skills increased at the expense of incorrect application. Learners appreciated the four stages model and gave their views related to the challenged faced during the use of the four stages model and the challenges revealed include: practice related challenges, challenges specific to certain learners, concept related challenges, curriculum-related challenges, model application challenge, and context related challenges. The study concludes that the effective use of Polyas’ four stages model can yield great results in developing learners’ geometric and problem-solving skills. The study recommends that teachers give more attention to prior geometric knowledge, teaching of geometric theorems, teaching of geometric problem-solving, and the learning environment. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
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