Examining Teachers’ Computational Thinking Skills, Collaborative Learning, and Creativity Within the Framework of Sustainable Education

• Published in: Sustainability Vol. 16; no. 22; p. 9839
• Main Authors: Tongal, Ayşegül, Yıldırım, Fatih Serdar, Özkara, Yasin, Say, Serkan, Erdoğan, Şükran
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.11.2024
• Subjects: Collaborative learning; Computer literacy; Computer science; Creative ability; Creativity; Critical thinking; Design; Digital technology; Education; Educational aspects; Evaluation; Group work in education; Methods; Problem solving; Psychological aspects; School environment; Science teachers; Skills; Students; Sustainable development; Teachers; Teaching; Team learning approach in education; Thought and thinking; Turkey
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su16229839

This study seeks to explore the relationship between science teachers’ computational thinking skills, collaborative learning attitudes, and their creativity in the context of sustainable education. The study adopted an explanatory sequential design, which is one of the designs used in mixed-method research. A total of 369 science teachers were included in the quantitative phase of the study. Quantitative data were collected using three different scales. These scales included the “Computational Thinking Scale”, “Online Cooperative Learning Attitude Scale (OCLAS)”, and “Creative Self-Efficacy Scale”. Structural Equation Modelling (SEM), confirmatory factor analysis, and path analysis were conducted to analyze the quantitative data. The qualitative phase of the study consisted of nine science teachers. Data were collected with a semi-structured interview form by considering the scores obtained from the scales. Qualitative data were analyzed through descriptive analysis. It was found that science teachers’ computational thinking skills and collaborative learning attitudes significantly predicted their creativity within the framework of sustainable education. As a result of the interviews conducted, it was concluded that science teachers lacked computational thinking skills. It is critical to provide teachers with guidance on how to integrate computational thinking skills into their subject areas. Science teachers’ knowledge of computational thinking skills can be enhanced, and computational thinking skills can be included in all teacher education programs.