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Pre-service teachers’ competencies to develop computational thinking: A Portuguese tool to analyse Computational Thinking

Rodrigues, R. N. ; Brito-Costa, S. ; Abbasi, M. ; Costa, C. ; Martins, F.

eurasia journal of mathematics, science and technology education Vol. 20, Nº 11, pp. em2528 - em2528, November, 2024.

ISSN (print): 1305-8215
ISSN (online): 1305-8223

Scimago Journal Ranking: 0,45 (in 2023)

Digital Object Identifier: 10.29333/ejmste/15523

Abstract
EURASIA Journal of Mathematics, Science and Technology Education, 2024, 20(11), em2528
ISSN:1305-8223 (online)
OPEN ACCESS Research Paper https://doi.org/10.29333/ejmste/15523
© 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of
the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
ritanevesrodrigues@hotmail.com (*Correspondence) sonya.b.costa@gmail.com maryam.abbasi@ipc.pt
mcosta@utad.pt fmlmartins@esec.pt
Pre-service teachers’ competencies to develop computational thinking:
A Portuguese tool to analyse Computational Thinking
Rita Neves Rodrigues 1,2,3* , Sónia Brito-Costa 1,4 , Maryam Abbasi 1,5 , Cecília Costa 2,3 ,
Fernando Martins 1,4,6
1 Polytechnic University of Coimbra, Coimbra, PORTUGAL
2 University of Trás-os-Montes and Alto Douro, Vila Real, PORTUGAL
3 Research Center for Didactics and Technology in Trainer Training, University of Aveiro, Aveiro, PORTUGAL
4 inED–Center for Research and Innovation in Education, Polytechnic University of Coimbra, Coimbra, PORTUGAL
5 Research Center for Natural Resources Environment and Society, Polytechnic University of Coimbra, Coimbra, PORTUGAL
6 Instituto de Telecomunicações, Delegação da Covilhã, Covilhã, PORTUGAL
Received 31 July 2024 ▪ Accepted 28 September 2024
Abstract
Computational thinking (CT) is an essential mathematical skill for problem-solving and students’
future lives. It is integrated into the educational curricula of several countries, including Portugal.
Therefore, pre-service teachers (PST) must possess didactic knowledge to effectively develop CT
in students. The aim of this study encompassed three main objectives: translating and adapting
the computational thinking scale into Portuguese (study 1), validating the scale (study 2), and
assessing the perceived levels of CT competencies among PST in Portuguese university students
while examining differences between undergraduate and master’s level PST (study 3). The sample
consisted of study 1 with 43 participants and study 2 and study 3 with 382 participants. In study
1, temporal stability was assessed indicating strong stability. The internal consistency showed
good homogeneity of the items. The exploratory factor analysis revealed consistency with the
structure of the original scale. In conclusion, the Portuguese version of the CT scale demonstrates
adequate psychometric properties, proving valid and reliable for assessing CT in university
students. Additionally, significant differences were observed between undergraduate and master’s
degree students, underscoring the importance of tailored training programs to meet the specific
needs of undergraduate students.
Keywords: pre-service teachers training, computational thinking, questionnaire validation,
computational thinking scale