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 3 Q1 EDUCATION & EDUCATIONAL RESEARCH
O. Mcgarr, C. Exton, Julie Power, Clare McInerney
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引用次数: 1

摘要

摘要背景和背景学校校长和学校指导顾问在决定课程中提供哪些科目、如何晋升以及他们的目标人群方面具有很大的影响力。因此,探索他们对计算机科学的看法有助于挖掘可能阻碍学校更广泛地接受该科目的潜在障碍。目的本研究旨在探讨校长和学校指导顾问对CS作为爱尔兰高中二年级教育的一门学科的看法,作为新学科启动的一部分。方法采用一对一的半结构化访谈,从爱尔兰最近在课程中引入CS科目的中学中抽取10名校长和10名学校指导顾问作为样本,征求他们的意见。研究结果这项研究发现了表达的相互矛盾的观点,参与者强调了该学科对所有学生的价值,同时认为它更适合某些类型的学生,这突出了所支持的价值观与实际实践之间的紧张关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
What about the gatekeepers? School principals’ and school guidance counsellors’ attitudes towards computer science in secondary schools
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.
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来源期刊
Computer Science Education
Computer Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.70%
发文量
23
期刊介绍: Computer Science Education publishes high-quality papers with a specific focus on teaching and learning within the computing discipline. The journal seeks novel contributions that are accessible and of interest to researchers and practitioners alike. We invite work with learners of all ages and across both classroom and out-of-classroom learning contexts.
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