The project develops innovative educational approaches to practical STEAM education that are based on Computational Thinking (CT) as related to trans-disciplinary and holistic STEAM perspectives. We develop a pragmatic approach to CT as to a set of tools, techniques and approaches which enable a seamless transition from the young child’s unplugged type of activities to the comprehensive modelling and computer simulation activities of K-12 and early university students. Our research and implementation emphasises educational programs and curriculum enhancement for education of prospective teachers focusing on CT and STEAM content. The main aspects of our approach are: (1) CT is considered in conjunction with STE(A)M. STEAM is understood as a “developed” discipline encapsulating STEM and an holistic view of school (and pre-school) subjects as providing knowledge and skills for context-specific project and problem-based education; (2) Curriculum provides a systematic and holistic view of CT and STEAM; (3) We develop a multidimensional model for curriculum evolution: the longitudinal dimension (personal child development), the skills dimension (scientific thinking skills, CT skills, and contextual thinking skills), the contextual dimension (community, society, communication, management, entrepreneurship, culture, diversity, ethics); (4) CT is positioned as an integrative skill set that links scientific and content-specific knowledge with contextual thinking skills, adding context-specific modelling skills (developing of models and simulations, including modelling of cyber-social systems); (5) The philosophy is based on (A) a post-scientific tendency to merge scientific and technical knowledge with social and humanitarian knowledge with contextual knowledge as the most valued; (B) Pragmatist approach to education in terms of sharing community values and solving actual present-day problems; (6) The adapted TPACK framework for CT and STEAM is promoted to develop specific curriculum modules by project partners. Objectives: (1) to improve pedagogical skills and competencies of prospective teachers, that are related to the teaching and training of various aspects of CT; (2) improve CT skills of prospective teachers. The motivation is based on the ongoing European reform of approaches to STE(A)M education and, therefore, the needs and importance of the educational aspects related to CT and STEAM. The project partners – are a cluster of leading European institutions in computer science education, CT and STEM education. Eight universities and two research centres are involved. Project leader – Vilnius University in collaboration with all project members will develop the initial output focusing on the module design template, theoretical background, including state of the arts and best practice, and a project web page. Radbound University will develop (a) a basic module providing core, disciplinary independent specific competences of CT; and (b) a module focusing on CT for STEM prospective teachers. Ankara University will develop (a) a module covering CT thinking aspects for pre-school education; (b) a module for teaching of CT for languages, arts and humanities prospective teachers. Paderborn University develops a module for CT for primary education prospective teachers. Vienna University of Technology will develop a module for CT for informatics (computing) prospective teachers. University of Turku will develop a module Educational environments for CT and STEM. KTH Royal Institute of Technology will develop a module for didactics and constructivists approaches to the teaching of CT skills. Tallinn University will develop a module on technological, pedagogical and instructional aspects of CT teaching. Other partners – CESIE and CARDET organisations are responsible for collaboration in developing and piloting of modules. The project results will be based on pragmatic methodological approaches which include theoretical study, modules practical design cycles including piloting and dissemination stages. As a result, a number of curriculum modules should be developed for training prospective teachers on various aspects of CT as related to STEAM project-based education for preschool and school levels. The developed modules are (1) self-sufficient, which allows them to be included in the existing university curriculum; (2) form part of the coherent CT curriculum for STEAM and related subjects. Impact will include an opportunity to improve current educational programs for prospective teachers, and in the longer term, to improve European STEM education by moving to interdisciplinary and pragmatic STE(A)M, to involve and increase motivation of currently less represented groups and to generate interest in professional careers in the field of science and engineering.
The project objectives: 1) to improve pedagogical skills and competencies of future teachers, that are related to the teaching and training of various aspects of CT; 2) improve CT skills of future teachers. Therefore, our goal was to enhance computing skill capacity in Europe through supporting the introduction of computing in schools. We aimed to influence and support teacher education, thus providing the necessary shift in teacher education necessary to achieve high levels of engagement in STEAM education for all pupils. The main project achievements are the development of a general model for teaching Computational Thinking in relevant disciplinary contexts. This model provides educators with concrete tools for the design of learning environments. The project has also contributed to the development of new approaches making CT learning relevant to pupils of all ages in the compulsory school system. Through providing materials in a range of European languages we aimed to enhance availability of localized materials to support teachers and teacher education institutions, especially when updating informatics or computing curricula in schools.
This project was a natural extension of previous collaborations and projects over the past decade which have drawn together researchers across Europe to enhance understanding of how to teach computing concepts to school pupils. Our initial focus was on the vertical transfer of pedagogical innovation from tertiary university teaching of computing and informatics to teaching and learning innovation in school. The main focus was the teaching of Computational Thinking (CT) and programming concepts as the programming and computing in schools agenda developed worldwide. These initial projects in the Nordic region built networks and research capacity. However, the lessons drawn from these projects indicated a clear need for systematic support for teacher education in CT. This need was addressed systematically in this project through development of modules to support teaching of CT generally, as well as specialized models for introducing CT into a range of levels of the school system (pre-school, high school) as well as subject areas (languages, arts, STEM etc.). The result is a teaching model, and supporting resources in a range of European languages that enable widespread adoption of best practice in CT education and teacher education.