The impact of educational robotics on teachers’ computational thinking

Abstract

This paper studies preservice early years teachers’ computational thinking and self-efficacy beliefs as they engaged in an educational robotics learning environment. Computational thinking is perceived as the thought processes involved in formulating problems and their solutions so that the solutions can be represented as algorithms. Computational thinking is considered as a fundamental set of cognitive skills suggested for everyone, not only for computer scientists. The involvement of teachers with the educational robotics activities has helped them to improve their computational thinking skills and their self-efficacy about robotics and coding knowledge.