Percorrer por autor "Abbasi, Maryam"
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- Exploratory teaching: Integrating applet to teach arithmetic multiplication operationPublication . Freitas, Yelitza Aveiro; Abbasi, Maryam; Brito-Costa, Sónia; Pinto, Ricardo; Rato, Virgílio José; Martins, Fernando Manuel LourençoFoundational arithmetic skills in early education and understanding effective teaching methodologies are fundamental. This paper studies how exploratory teaching (ET) impacts the integration of an applet and its effect on understanding multiplication in a second-grade primary school. The data collected assessed students’ knowledge levels and overall performance. The intervention sessions involved tasks in an applet to understand the meanings of the multiplication operation. The ET model was structured with five sessions, each with four phases. The results indicated that this method significantly improved students’ arithmetic self-efficacy and effectively integrated applets into the classroom for enhanced learning of arithmetic operations.
- From Potential to Practice: Training as a Promoter of Self-Efficacy in Computational Thinking for Pre-service Primary School TeachersPublication . Rodrigues, Rita Neves; Costa, Cecília; Abbasi, Maryam; Brito-Costa, Sónia; Martins, Fernando Manuel LourençoBackground/purpose. Computational Thinking is a fundamental problem-solving skill. As its importance has been recognized by the scientific community, it has been incorporated into the curricula of several countries to foster its development from the earliest years of schooling. Therefore, it is essential to design training programs that equip teachers to integrate this skill into their practice. Since self-efficacy influences learning, these programs should include strategies to enhance participants' perception of self-efficacy. Thus, the aim of this study is to evaluate pre-service primary school teachers’ perceptions of self-efficacy in Computational Thinking within the context of a training program implementation. Materials/methods. A mixed-methods approach was followed to analyze the impact of the training program, implemented over nine months, on the perception of self-efficacy in Computational Thinking among 38 pre-service primary school teachers enrolled at a higher education institution in mainland Portugal. Quantitative data were collected using the Computational Thinking Self-Efficacy Scale at Pre- and Post-Intervention phases. Qualitative data were gathered throughout the intervention, including task resolutions, lesson plans, critical reflections, photography, videos, and transcriptions of audio records. Results. The results revealed statistically significant differences in all four analyzed dimensions of self-efficacy (Abstraction, Reasoning, Decomposition, and Generalization) between the Pre-Intervention and Post-Intervention phases. Conclusion. This study presents an approach that improves pre-service primary school teachers’ self-efficacy in Computational Thinking through the implementation of a training program within Initial Teacher Training.
- Impact of a Training Program on Developing Computational Thinking in Pre-Service Primary School Teachers: From Theory to PracticePublication . Rodrigues, Rita Neves; Costa, Cecília; Brito-Costa, Sónia; Abbasi, Maryam; Martins, Fernando Manuel LourençoBackground/purpose. The Computational Thinking ability has become a fundamental skill in the 21st century and has been integrated into educational curricula in various countries. For this curricular integration to be effective, it is essential that teachers are prepared to incorporate the development of this competency into their practices. In this context, this study aims to analyze whether a training program implemented over an extended period, encompassing theoretical, practical, and reflective components, has influenced pre-service teachers' perceptions of the competencies of Creativity, Algorithmic Thinking, Cooperativity, Critical Thinking, and Problem-Solving within Computational Thinking. Materials/methods. This is a mixed-methods study, using both quantitative and qualitative methods to analyze the perception of the Computational Thinking competence levels of 38 pre-service primary school teachers, who constitute the sample of this study, before and after the implementation of a 9-month training program. Results. The study results revealed statistically significant differences in all the competencies analyzed from the Pre-Intervention to the Post-Intervention phases. The data collected during the intervention highlight the specific moments within the training program that contributed to the development of each competency. Conclusion. It is concluded that the training program significantly contributed to changing the pre-service teachers' perceptions of the five Computational Thinking competencies analyzed. This highlights the importance of incorporating training programs into Initial Teacher Training, especially those that integrate theory and practice, fostering the development of essential competencies for the teaching practices of pre-service teachers.
- Pre-service teachers’ competencies to develop computational thinking: A Portuguese tool to analyse Computational ThinkingPublication . Rodrigues, Rita Neves; Brito-Costa, Sónia; Abbasi, Maryam; Costa, Cecília; Martins, Fernando Manuel LourençoComputational 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.
- Self-efficacy in computational thinking: Preliminary analysis of pre-service teachers’ perception through a Portuguese toolPublication . Rodrigues, Rita Neves; Costa, Cecília; Abbasi, Maryam; Martins, Fernando Manuel Lourenço; Brito-Costa, SóniaComputational thinking is a fundamental problem-solving skill and has been integrated into the curricula of several countries, including Portugal. The successful implementation of this integration depends on adequately training pre-service teachers to develop the pedagogical knowledge necessary to incorporate this skill into their practice. Analyzing pre-service teachers’ perception of self-efficacy in computational thinking is essential, as it influences the success of training programs. This study aimed to achieve three objectives: (1) translate and adapt the computational thinking self-efficacy scale into Portuguese (stage 1), (2) validate the scale (stage 2), and (3) compare pre-service teachers’ perceptions of self-efficacy in computational thinking (stage 3). A sample of 43 participants was used in stage 1 and 382 participants in stage 2 and stage 3. The findings demonstrated that the scale had strong temporal stability, good item homogeneity, and alignment with its original structure. The Portuguese version exhibited adequate psychometric properties, making it a valid and reliable instrument for analyzing pre-service teachers’ perceptions of self-efficacy in computational thinking. The absence of significant differences in self-efficacy perceptions in computational thinking between bachelor’s and master’s pre-service teachers suggests a shared underexposure to the concept, reflecting a broader lack of structured instruction to foster self-efficacy in this domain.