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

Ayşegül Tongal, Fatih Serdar Yıldırım (), Yasin Özkara, Serkan Say and Şükran Erdoğan
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Ayşegül Tongal: Department of Science Education, Faculty of Education, Akdeniz University, Antalya 07000, Turkey
Fatih Serdar Yıldırım: Department of Science Education, Faculty of Education, Akdeniz University, Antalya 07000, Turkey
Yasin Özkara: Department of Basic Education, Faculty of Education, Akdeniz University, Antalya 07000, Turkey
Serkan Say: Department of Basic Education, Faculty of Education, Mersin University, Mersin 33000, Turkey
Şükran Erdoğan: Coordinatorship of International Relations Office, Selcuk University, Konya 42250, Turkey

Sustainability, 2024, vol. 16, issue 22, 1-18

Abstract: 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.

Keywords: computational thinking skills; teacher education; collaborative learning; creativity; science teachers; sustainable education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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