Science Teacher’s Self-Confidence on Integrating Computational Thinking Into Classroom Pedagogies for Teaching and Learning
With the awareness of the importance of digital skills and related information technology, there are several proposals worldwide about the need to include coding from primary education to secondary school science curriculum. At the same time, various benefits can be obtained from high self-esteem with self-confidence in teaching bring about a positive impact on learning, thus enabling students to improve. Science teacher’s self-confidence is essential component that enhance effective integration of computational thinking into classroom pedagogies for teaching and learning. The study investigated teacher’s self-confidence on integrating computational thinking into their classroom instructions. It adopted survey research design. While a total of 40 online questionnaires were send to the respondents, 32 are retrieved and hence used for analysis using SPSS version 24. Results indicated that science tearchers demonstrated higher level of self-confidence on computational thinking. It also indicated that there is no significant difference on self-confidence on integrating computational thinking between gender.