The process of training and development of computational thinking and implementation of STEM activities: the point of view of pre-university teachers

Abstract

Studying the 126 teachers’ didactic cases from different parts of Moldova and different educational levels. The questionnaire reflects teaching experience, level of preparation for STEM projects and familiarity with the notion of computational thinking. The results of the questionnaire indicate the fact that most teachers implement STEM projects, nevertheless additional training in this area is needed. Teachers confirm the importance of computational thinking and consider it foremost to contribute to the development of a set of skills that students should possess. The conclusions offer suggestions for enhancing teacher training and implementing the concept of computational thinking in education.