THE COMPUTATIONAL THINKING IN THE TEACHERS' VISION OF BASIC EDUCATION

Abstract

The development of Computational Thinking can contribute to teaching and learning processes at all formative stages of basic education. This teaching approach aids in the acquisition of fundamental skills in individuals, allowing them to understand, analyze, define, model, compare, and solve problems. Although the research has generated various avenues for analysis, the focus of this article is limited to the understanding of the core principles of Computational Thinking by the involved teachers. In this regard, data were collected from questionnaires administered before and after training on Computational Thinking. As the collected data are both quantitative and qualitative in nature, we employed descriptive and content analysis methods. Finally, it was observed that the majority of participating teachers were able to relate Computational Thinking to its core principles even before the formative intervention, and this understanding was reinforced after the training.