  With the introduction of educational robotics (ER) and computational thinking
(CT) in classrooms, there is a rising need for operational models that help
ensure that CT skills are adequately developed. One such model is the Creative
Computational Problem Solving Model (CCPS) which can be employed to improve the
design of ER learning activities. Following the first validation with students,
the objective of the present study is to validate the model with teachers,
specifically considering how they may employ the model in their own practices.
The Utility, Usability and Acceptability framework was leveraged for the
evaluation through a survey analysis with 334 teachers. Teachers found the CCPS
model useful to foster transversal skills but could not recognise the impact of
specific intervention methods on CT-related cognitive processes. Similarly,
teachers perceived the model to be usable for activity design and intervention,
although felt unsure about how to use it to assess student learning and adapt
their teaching accordingly. Finally, the teachers accepted the model, as shown
by their intent to replicate the activity in their classrooms, but were less
willing to modify it or create their own activities, suggesting that they need
time to appropriate the model and underlying tenets.
