Impact of Teaching a Neuro-Computerized Course through VLE to Develop Computational Thinking among Mathematics Pre-Service Teachers

Autor/inn/en	Abouelenein, Yousri Attia Mohamed; Nagy Elmaadaway, Mohamed Ali
Titel	Impact of Teaching a Neuro-Computerized Course through VLE to Develop Computational Thinking among Mathematics Pre-Service Teachers
Quelle	In: Journal of Educational Computing Research, 61 (2023) 6, S.1175-1206 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abouelenein, Yousri Attia Mohamed) ORCID (Nagy Elmaadaway, Mohamed Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331231165099
Schlagwörter	Computation; Thinking Skills; Electronic Learning; Learning Strategies; Computer Uses in Education; Mathematics Teachers; Preservice Teachers; Mechanics (Physics); College Mathematics; Mathematics Instruction; Undergraduate Students; Computer Simulation; Artificial Intelligence; Cognitive Tests; Equations (Mathematics) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Computernutzung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mechanik; Mathematics lessons; Mathematikunterricht; Computergrafik; Computersimulation; Künstliche Intelligenz; Kognitiver Fähigkeitstest; Equations; Gleichungslehre
Abstract	The current study aims to determine the effect of teaching a mechanic neuro-computerized course through virtual learning environments (VLE) to develop computational thinking among mathematics pre-service teachers. The neuro-computerized virtual learning environments (NCVLE) model was designed to be used to teach the mechanics course to third-year students of the mathematics department. To achieve the targeted learning outcomes, the study recruited (102) third-year students of the Faculty of Education and classified them into a control group of (50) students and an experimental group of (52) students. The experiment lasted for 14 weeks during one semester of the 2021-2022 academic year. The results agreed with most of what has been found from relevant literature and studies. Also, the results indicated that the NCVLE model played a vital role in the purposeful teaching, learning, and assessment processes and enhanced the learning of computational thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01