Computer Science Education最新文献_第9页

Examining women’s differential pathways into computer science by BA and BS degree programs 通过学士和学士学位课程考察女性进入计算机科学的不同途径

IF 2.7

Computer Science Education Pub Date : 2021-12-13 DOI: 10.1080/08993408.2021.2011570

Katie N. Smith, Julia C. Lapan

{"title":"Examining women’s differential pathways into computer science by BA and BS degree programs","authors":"Katie N. Smith, Julia C. Lapan","doi":"10.1080/08993408.2021.2011570","DOIUrl":"https://doi.org/10.1080/08993408.2021.2011570","url":null,"abstract":"ABSTRACT Background and Context Women are severely underrepresented in computer science (CS). Understanding varied entry points into CS may promote women’s participation in the field. Objective This study identifies experiences that influenced women’s matriculation into CS majors, and pathways into CS based on participants’ enrollment in bachelor of arts (BA) or bachelor of science (BS) degree programs. Method Semi-structured interviews were conducted with 13 women completing CS bachelor’s degrees at a public institution in the U.S. Findings Findings show different entry points into CS based on whether women matriculated into the site institution’s College of Engineering (pursued a BS degree) or College of Arts and Sciences (BA degree). For most, introductory CS courses were critical to choosing a CS major. BS students entered college with existing STEM interests and received early exposure to CS via curricular requirements. BA students entered CS courses and majors comparatively later, often based on social encouragement. Implications Degree program structures and curricula influence students’ exposure to CS and their major choices. Since most BA participants did not consider a CS major until their second year, flexible curricula can provide critical access for students with limited computing experience.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47279583","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: 1

Computer science teacher professional development and professional learning communities: a review of the research literature 计算机科学教师专业发展与专业学习共同体:研究文献综述

IF 2.7

Computer Science Education Pub Date : 2021-10-19 DOI: 10.1080/08993408.2021.1993666

Lijun Ni, Gillian Bausch, Rebecca Benjamin

{"title":"Computer science teacher professional development and professional learning communities: a review of the research literature","authors":"Lijun Ni, Gillian Bausch, Rebecca Benjamin","doi":"10.1080/08993408.2021.1993666","DOIUrl":"https://doi.org/10.1080/08993408.2021.1993666","url":null,"abstract":"ABSTRACT Background & Context Many efforts have been dedicated to building computer science (CS) teacher capacity through offering professional development (PD) programs. Previous reviews indicated the need to offer more continual support for teachers. Recent research has shifted its focus to scaling up PD and sustaining teaching capacity by establishing PLCs for CS teachers. Objective This study aims to conduct a systematic literature review of recent research on K-12 CS teacher PD, with an explicit exploration of PLCs. Method Based on 48 selected articles of 41 programs, this study explored features that contributed to the effectiveness of PD, including (1) PD goals, (2) theoretical frameworks and PD models, (3) curriculum and pedagogy, (4) programming tools, (5) program structure and approach, and (6) PD evaluation. We also examined whether and how these programs were dedicated to establishing PLCs. Findings Findings indicate a considerable increase in the number of studies on CS teacher PD . More programs saw the promising roles of PLCs and explored a variety of approaches for community building and promoting teacher learning. Implications PLCs have immense potential for teacher development, including breaking teacher isolation and fostering collaboration. More research can enlighten the efforts for CS teacher preparation and development.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47833487","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: 14

Change in order not to change: ultraorthodox hasidic women’s experience in studying computer science 为了不改变而改变：极端正统的哈西德派女性学习计算机科学的经历

IF 2.7

Computer Science Education Pub Date : 2021-09-28 DOI: 10.1080/08993408.2021.1983305

Y. Kolikant, Sarah Genut

{"title":"Change in order not to change: ultraorthodox hasidic women’s experience in studying computer science","authors":"Y. Kolikant, Sarah Genut","doi":"10.1080/08993408.2021.1983305","DOIUrl":"https://doi.org/10.1080/08993408.2021.1983305","url":null,"abstract":"ABSTRACT Background and Context In line with interest in recruiting underrepresented groups to CS studies, our study dealt with Israeli Hasidic young women who successfully studied CS at an academic institute. Objective We investigated what factors governed Hasidic young women’s decision to enrol in a CS program and shaped their studying experience. Method Interviews with 10 final-year students on their decision to study CS and their experience of it, were followed by a questionnaire administrated to all the students in the programme. We compared the Hasidic students’ grades to other female students in identical programs. Repeated measures ANOVA enabled us to rank the factors according to their importance to the participants. Findings While economic status was a powerful motivating factor, the specific programme was chosen due students’ desire to be socially isolated. Students were constantly distracted by encounters with the outside world. Nevertheless, and despite their economic difficulties and wide knowledge gaps, their academic achievements were similar to those of other female groups. Implications This group was unique in terms of the factors underlying their decision to enrol in a CS program. Attempts to expand the diversity of CS students would benefit from understanding the unique context of the underrepresented group.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45877777","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: 1

Preparing undergraduate students to support K-12 computer science teaching through school-university partnerships: reflections from the field 通过学校-大学合作伙伴关系为本科生支持K-12计算机科学教学做好准备：来自该领域的思考

IF 2.7

Computer Science Education Pub Date : 2021-08-29 DOI: 10.1080/08993408.2021.1970435

C. Mouza, S. Sheridan, Nancy C. Lavigne, L. Pollock

{"title":"Preparing undergraduate students to support K-12 computer science teaching through school-university partnerships: reflections from the field","authors":"C. Mouza, S. Sheridan, Nancy C. Lavigne, L. Pollock","doi":"10.1080/08993408.2021.1970435","DOIUrl":"https://doi.org/10.1080/08993408.2021.1970435","url":null,"abstract":"ABSTRACT Background and Context A key challenge in advancing computer science education in K-12 schools is teacher preparation and support. School-university partnerships and service-learning programs where undergraduates assist teachers represent one promising approach to supporting K-12 computer science teaching. Objectives In this work, we examine the computer science content and pedagogical practices that undergraduates knowledgeable in computing reported implementing in order to support K-12 teachers in their classrooms as part of a university service-learning course. Method Data were collected from 60 undergraduates enrolled in the course over nine semesters. Data included weekly reflective entries, course observations, observations in K-12 classrooms, and collection of artifacts. Data were analyzed using qualitative techniques and descriptive statistics to identify dimensions of high-quality computer science content and pedagogy reported by undergraduates. Findings Findings indicated that undergraduates were able to connect knowledge of computing to pedagogy and technology to assist teachers in the implementation of computer science instruction. Specifically, undergraduates worked with partner teachers to employ high quality content and practices that made computer science accessible to students. Implications Findings from this work are important as different models are considered for how to provide professional development and/or support K-12 teachers in building knowledge needed for sustainable computer science teaching.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49654146","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

Enhancing postgraduate students’ technical skills: perceptions of modified team-based learning in a six-week multi-subject Bootcamp-style CS course 提高研究生的技术技能:在为期六周的多学科训练营式计算机科学课程中对改进的团队学习的看法

IF 2.7

Computer Science Education Pub Date : 2021-07-30 DOI: 10.1080/08993408.2021.1959174

M. B. Ada, M. Foster

{"title":"Enhancing postgraduate students’ technical skills: perceptions of modified team-based learning in a six-week multi-subject Bootcamp-style CS course","authors":"M. B. Ada, M. Foster","doi":"10.1080/08993408.2021.1959174","DOIUrl":"https://doi.org/10.1080/08993408.2021.1959174","url":null,"abstract":"ABSTRACT Background and Context Objective This study explores postgraduate students’ perceptions of the modified team-based learning instructional approach used to teach it and the extent to which the Bootcamp course improves their practical skills. Method In the beginning, participants (n = 185) were asked to rate their practical experience on the taught topics. At the end of ProgSD in S1 and Semester 2 (S2) during the Covid19 lockdown, respondents (n = 150 and n = 43, respectively) were surveyed on their perceptions of ProgSD. Wilcoxon test, Mann-Whitney U Test and Kruskal-Wallis test were used to analyse data. Thematic Analysis was used to analyse students’ comments. Findings Results showed that students’ practical experience significantly increased at the end of ProgSD with a p-value < 0.05. Median ratings of the modified TBL activities and perception of teamwork were positive overall, and many (66.5%) felt more confident about taking the courses in S2. Qualitative results supported these findings. Implications Findings have implications for practitioners facing the challenges identified here. Given the current pandemic, the authors suggest approaches to redesign face-to-face activities (tAPP) for online teaching and learning.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1959174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45018759","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: 2

The Coding Stages Assessment: development and validation of an instrument for assessing young children’s proficiency in the ScratchJr programming language 编码阶段评估:开发和验证一种工具，用于评估幼儿对ScratchJr编程语言的熟练程度

IF 2.7

Computer Science Education Pub Date : 2021-07-28 DOI: 10.1080/08993408.2021.1956216

Laura E. de Ruiter, M. Bers

{"title":"The Coding Stages Assessment: development and validation of an instrument for assessing young children’s proficiency in the ScratchJr programming language","authors":"Laura E. de Ruiter, M. Bers","doi":"10.1080/08993408.2021.1956216","DOIUrl":"https://doi.org/10.1080/08993408.2021.1956216","url":null,"abstract":"ABSTRACT Background and Context Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This impedes studying learning outcomes and the development and evaluation of curricula. Objective Developing and validating a new instrument for assessing young children’s proficiency in the programming language ScratchJr, based on the Coding Stages framework. Method We used an iterative, design-based research approach to develop the Coding Stages Assessment (CSA), a one-on-one assessment capturing children’s technical skills and expressivity. We tested 118 five-to-eight-year-olds and used Classical Test Theory and Item Response Theory to evaluate the assessment’s psychometric properties. Findings The CSA has good to very good reliability. CSA scores were correlated with computational thinking ability, demonstrating construct validity. The items have good discrimination levels, and a variety of difficulty levels to capture different proficiency levels. Younger children tended to have lower scores, but even first graders can achieve the highest coding stage. There was no evidence of gender or age bias. Implications The CSA allows testing learning theories and curricula, which supports the implementation of Computer Science as a school subject. The successful remote administration demonstrates that it can be used without geographical restrictions.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1956216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42187439","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: 17

What about the gatekeepers? School principals’ and school guidance counsellors’ attitudes towards computer science in secondary schools 看门人呢?中学校长及学校辅导顾问对中学计算机科学的态度

IF 2.7

Computer Science Education Pub Date : 2021-07-20 DOI: 10.1080/08993408.2021.1953296

O. Mcgarr, C. Exton, Julie Power, Clare McInerney

{"title":"What about the gatekeepers? School principals’ and school guidance counsellors’ attitudes towards computer science in secondary schools","authors":"O. Mcgarr, C. Exton, Julie Power, Clare McInerney","doi":"10.1080/08993408.2021.1953296","DOIUrl":"https://doi.org/10.1080/08993408.2021.1953296","url":null,"abstract":"ABSTRACT Background and Context School principals and school guidance counsellors can be very influential in deciding what subjects are offered on the curriculum, how they are promoted and who they are targeted to. For that reason, exploring their views of Computer Science (CS) as a subject can help unearth potential barriers that may hinder the wider uptake of the subject in schools. Objective This study aimed to explore school principals and school guidance counsellors’ views of CS as a subject at upper second level education in Ireland as part of the launch of a new subject. Method Using one-to-one semi-structured interviews, the study sought the views of a sample pf 10 school principals and 10 school guidance counsellors from secondary schools in Ireland that had recently introduced the subject of CS on the curriculum. Findings The study found contradictory views expressed, where the participants emphasised the value of the subject for all students, while at the same time presenting it as more suitable for certain types of students - highlight the tensions between the espoused values and the actual reality of practice.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1953296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44891818","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: 1

Editorial 社论

IF 2.7

Computer Science Education Pub Date : 2021-07-03 DOI: 10.1080/08993408.2021.1968117

Brian Dorn, Jan Vahrenhold

引用次数: 0

Tabletop games designed to promote computational thinking 桌面游戏旨在促进计算思维

IF 2.7

Computer Science Education Pub Date : 2021-07-01 DOI: 10.1080/08993408.2021.1947642

Frederick J. Poole, Jody Clarke, Melissa Rasmussen, Umar Shehzad, Victor R. Lee

{"title":"Tabletop games designed to promote computational thinking","authors":"Frederick J. Poole, Jody Clarke, Melissa Rasmussen, Umar Shehzad, Victor R. Lee","doi":"10.1080/08993408.2021.1947642","DOIUrl":"https://doi.org/10.1080/08993408.2021.1947642","url":null,"abstract":"ABSTRACT There is a growing perception that computational thinking can be developed in unplugged environments. A recent trend among these unplugged approaches is the use of tabletop games. While there are many commercial tabletop games on the market that are promoted as teaching computer science and/or computational skills, little is known about how these games are supposed to support learning. This study investigates the types of tabletop games that are currently being promoted as teaching computational thinking, who such games are marketed towards, and how game designs could provide opportunities for developing computational thinking. We conducted a content analysis to explore the type of tabletop games currently being created, their audiences, and the kinds of game mechanics and design features being implemented to teach computational thinking concepts. In this study, we created a taxonomy of computational thinking tabletop games that identified three primary categories (e.g. code building, code execution, and puzzle games) . Games that fall into our categories share similar learning claims, target audiences, and game mechanics. Our taxonomy offers a starting place for educators who want to explore the use of tabletop games for introducing computational thinking concepts in unplugged settings, suggestions for designers, and areas of investigation for researchers.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45680167","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: 2

Maintaining pluralism when embedding computational thinking in required science and engineering classes with young adolescents 在青少年科学和工程必修课中嵌入计算思维时保持多元化

IF 2.7

Computer Science Education Pub Date : 2021-06-17 DOI: 10.1080/08993408.2021.1940787

David W. Jackson, Yihong Cheng

{"title":"Maintaining pluralism when embedding computational thinking in required science and engineering classes with young adolescents","authors":"David W. Jackson, Yihong Cheng","doi":"10.1080/08993408.2021.1940787","DOIUrl":"https://doi.org/10.1080/08993408.2021.1940787","url":null,"abstract":"ABSTRACT Background and Context Computational thinking and practices (CT|P) are key competencies for learners in science and engineering. For studies with young adolescents as participants, manifested research philosophies are sometimes inconsistent with societal pluralisms. Objective Based on research literature from 2016 to early 2019 for CT|P in required science and engineering classes with youth ages 10-15 – a sensitive age range for cognitive and affective development – we wrote a literature review that argues for the use of more pluralistic and critical research philosophies, which will strengthen research design, implementation, and meta-inferences (Collins et al., 2012). Method We analyzed 20 qualifying studies per research philosophies common to mixed research, giving extra attention to studies that acknowledge cultural pluralisms, engage those pluralisms in conversation with each other, and ensure that historically marginalized populations have equiTable – not just equal – participation (Onwuegbuzie & Frels, 2013). Findings We found that studies consistently emphasized pragmatism-of-the-middle and communities of practice; sometimes operated within critical realist, pragmatism-of-the-right, or transformative-emancipatory philosophies; and rarely engaged in dialectical ways. Implications To avoid decontextualized or overly individualistic approaches that fail to address systemic and institutional social inequities (in education, housing, healthcare, policing, voting, etc.), future work should take more pluralistic and critical philosophical approaches. We highlight several exemplars in hope that research will support youth in maintaining and extending computational practices in culturally sustaining ways (Paris, 2012).","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1940787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45477369","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: 1