The 16th Workshop in Primary and Secondary Computing Education最新文献

”And It’s Just That Many Girls Don’t Follow As Good or Aren’t Able to Follow.”: A Single Case Study to Explore Habitual Orientations of Computer Science Teachers “只是很多女孩跟不上，或者跟不上。:以个案研究探讨计算机科学教师的习惯取向

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481325

Sven Schibgilla, Fatma Batur, T. Brinda

引用次数: 0

Students’ Conceptions of Artificial Intelligence 学生对人工智能的概念

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481328

Moritz Kreinsen, S. Schulz

引用次数: 11

Quantum Computing As a Topic in Computer Science Education 量子计算作为计算机科学教育的主题

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481348

Stefan Seegerer, Tilman Michaeli, R. Romeike

引用次数: 8

Exploring Teachers’ PCK for Computational Thinking in Context 情境下教师计算思维的PCK探究

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481320

Sabiha Yeni, Nataša Grgurina, F. Hermans, J. Tolboom, E. Barendsen

{"title":"Exploring Teachers’ PCK for Computational Thinking in Context","authors":"Sabiha Yeni, Nataša Grgurina, F. Hermans, J. Tolboom, E. Barendsen","doi":"10.1145/3481312.3481320","DOIUrl":"https://doi.org/10.1145/3481312.3481320","url":null,"abstract":"There is growing attention for integrating Computational Thinking (CT) into various subjects across the K-12 curriculum with a concomitant increase of interest in investigating teachers’ pedagogical content knowledge (PCK) regarding CT. This study is part of a bigger project focusing on defining the learning trajectories for CT integration into the K-12 curriculum. In particular, the present study focused on eliciting the pedagogical content knowledge and attitude of teachers with respect to the integration of CT in various disciplines. To this end, we implemented six different case studies by integrating CT into six different subjects: science, traffic, language, biology, geography, and physics. Two primary and four secondary school teachers were involved in the study. After the lesson series was completed in schools, we conducted interviews with teachers to understand their PCK on CT integration, attitudes toward CT integrated lessons, and the barriers teachers faced during CT integrated lessons. Our results indicate that compared to standard instructional activities, students can go deeper and understand the subject content better in CT integrated lessons, also students can use the power of digital technologies to solve subject-related problems. On the other hand, teachers pointed out that students and teachers need to be more capable of technical knowledge and skills to accomplish tasks.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134099354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Designing a Teacher PD Programme for AI – First Steps 为人工智能设计教师PD计划-第一步

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481350

Annabel Lindner

引用次数: 1

Towards an Operationalization of AI acceptance among Pre-service Teachers 职前教师接受人工智能的操作化研究

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481349

Margarita Chikobava, R. Romeike

{"title":"Towards an Operationalization of AI acceptance among Pre-service Teachers","authors":"Margarita Chikobava, R. Romeike","doi":"10.1145/3481312.3481349","DOIUrl":"https://doi.org/10.1145/3481312.3481349","url":null,"abstract":"Artificial Intelligence (AI) has found its popularity in many fields of our life, ranging from song recommendation to lung cancer identification. CSE can impart AI knowledge to all people (including teachers) so that they can make an informed decision about AI. Besides, AI technologies can support tailoring the education to the students’ needs or unload teachers by doing routine work for them and leaving more space for creativity. However, despite the growing potential of AI applications in education, some skepticism or even rejection can be observed. It could be especially critical for teacher education: by being a role model for pupils, teachers could multiply their attitude towards AI while transferring it to the pupils. Although AI acceptance is broadly investigated in the marketing context, there is not much prior research on AI acceptance among teachers. Besides, AI acceptance as a term is questionable due to the heterogeneity of the AI field. We highlight the research gap, propose an instrument for the data collection, and introduce the idea of the acceptance spectrum. The proposed concept is exemplified by the case study of acceptance of the AI-supported homework assessment among pre-service teachers.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"277 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116559074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Strype: Frame-Based Editing tool for programming the micro:bit through Python 基于框架的编辑工具，用于通过Python编程micro:bit

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481324

Charalampos Kyfonidis, Pierre Weill-Tessier, Neil C. C. Brown

引用次数: 0

Addressing AI and Data Literacy in Teacher Education: A Review of Existing Educational Frameworks 解决教师教育中的人工智能和数据素养:对现有教育框架的回顾

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481351

Viktoriya Olari, R. Romeike

引用次数: 6

Hopes and Concerns for Digital T-Levels: A Preliminary Study 数字t -水平的希望与担忧:初步研究

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481326

J. Allison

引用次数: 0

A Decade of CS Education in New Zealand’s High Schools: Where Are We At? 新西兰高中计算机科学教育的十年:我们在哪里?

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481321

Chamindi K. Samarasekara, Claudia Ott, A. Robins

{"title":"A Decade of CS Education in New Zealand’s High Schools: Where Are We At?","authors":"Chamindi K. Samarasekara, Claudia Ott, A. Robins","doi":"10.1145/3481312.3481321","DOIUrl":"https://doi.org/10.1145/3481312.3481321","url":null,"abstract":"Although a rigorous computing curriculum equipped with computer science and computer programming achievement standards was introduced in high schools in New Zealand 10 years ago, fewer than 10% of students take these standards. That raises the questions of why the uptake is low, and what were the trends in recent years. Past studies of New Zealand’s computer science and programming standards have tended to concentrate on the nature of the standards, teachers’ reactions to standards, teaching materials and assessment methods. In this research, we analyse the introduction of the computing curriculum over the last decade in terms of student uptake in general, the uptake for different groups of students, students’ progression through these standards and number of schools offering these standards. After analysing the official, nationwide data we can provide the following major findings. First, student participation in all three levels of computer science and programming standards is very low throughout the period. Second, fewer than 50% of high schools offer any of these standards. Finally, large equity gaps remain in enrollment to high school computer science education by socio-economic status, ethnicity and gender.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128608323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3