Pub Date : 2023-02-21DOI: 10.1080/08993408.2023.2178063
Oscar Karnalim, Simon, W. Chivers
{"title":"Reporting less coincidental similarity to educate students about programming plagiarism and collusion","authors":"Oscar Karnalim, Simon, W. Chivers","doi":"10.1080/08993408.2023.2178063","DOIUrl":"https://doi.org/10.1080/08993408.2023.2178063","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44518819","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}
Pub Date : 2023-02-07DOI: 10.1080/08993408.2023.2175559
I. T. Sanusi, Kissinger Sunday, S. Oyelere, Jarkko Suhonen, Henriikka Vartiainen, M. Tukiainen
{"title":"Learning machine learning with young children: exploring informal settings in an African context","authors":"I. T. Sanusi, Kissinger Sunday, S. Oyelere, Jarkko Suhonen, Henriikka Vartiainen, M. Tukiainen","doi":"10.1080/08993408.2023.2175559","DOIUrl":"https://doi.org/10.1080/08993408.2023.2175559","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46315633","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}
Pub Date : 2022-12-25DOI: 10.1080/08993408.2022.2154992
Kristin A. Searle, Colby Tofel-Grehl, Liam Fischback, Tyler Hansen
ABSTRACT Background and Context There is a need for teachers who are prepared to teach integrated CS/CT throughout the K-12 curriculum. Drawing on three vignettes of teacher instructional practice, we build on a growing body of literature around how teachers integrate CS/CT into their classrooms after attending CS/CT focused professional development. Objective We are interested in what different instructional approaches look like when elementary teachers engage in teaching CS/CT and what kinds of discourse accompany each of these instructional approaches. Method We utilized a two-step process to code video data of classroom instruction for four teachers. We conducted macro level coding to gain an understanding of the types of knowledge, instructional strategies, and discourse displayed by each teacher. We then conducted micro-level discourse analysis utilizing Brennan and Resnick’s framework for assessing the development of computational thinking. Findings We present vignettes of teachers using three distinct instructional approaches, direct instruction, discovery learning, and scaffolding and modeling. We look across vignettes to discuss the affordances and limitations of each instructional approach. Implications Our findings have implications for how we design curriculum and instruction and conduct CS/CT professional development for K-12 teachers who will integrate CS/CT with other subjects.
{"title":"Affordances and limitations of teachers instructional styles when teaching computer science and computational thinking","authors":"Kristin A. Searle, Colby Tofel-Grehl, Liam Fischback, Tyler Hansen","doi":"10.1080/08993408.2022.2154992","DOIUrl":"https://doi.org/10.1080/08993408.2022.2154992","url":null,"abstract":"ABSTRACT Background and Context There is a need for teachers who are prepared to teach integrated CS/CT throughout the K-12 curriculum. Drawing on three vignettes of teacher instructional practice, we build on a growing body of literature around how teachers integrate CS/CT into their classrooms after attending CS/CT focused professional development. Objective We are interested in what different instructional approaches look like when elementary teachers engage in teaching CS/CT and what kinds of discourse accompany each of these instructional approaches. Method We utilized a two-step process to code video data of classroom instruction for four teachers. We conducted macro level coding to gain an understanding of the types of knowledge, instructional strategies, and discourse displayed by each teacher. We then conducted micro-level discourse analysis utilizing Brennan and Resnick’s framework for assessing the development of computational thinking. Findings We present vignettes of teachers using three distinct instructional approaches, direct instruction, discovery learning, and scaffolding and modeling. We look across vignettes to discuss the affordances and limitations of each instructional approach. Implications Our findings have implications for how we design curriculum and instruction and conduct CS/CT professional development for K-12 teachers who will integrate CS/CT with other subjects.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"139 - 161"},"PeriodicalIF":2.7,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49554330","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}
Pub Date : 2022-12-25DOI: 10.1080/08993408.2022.2160144
Amanda A. Barrett, Colin T. Smith, Courtni H. Hafen, Emilee Severe, Elizabeth G. Bailey
{"title":"The impact of gender roles and previous exposure on major choice, perceived competence, and belonging: a qualitative study of students in computer science and bioinformatics classes","authors":"Amanda A. Barrett, Colin T. Smith, Courtni H. Hafen, Emilee Severe, Elizabeth G. Bailey","doi":"10.1080/08993408.2022.2160144","DOIUrl":"https://doi.org/10.1080/08993408.2022.2160144","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42681690","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}
Pub Date : 2022-12-21DOI: 10.1080/08993408.2022.2160150
Kathleen J. Lehman, Julia Rose Karpicz, Tomoko M. Nakajima, Linda J. Sax, V. Rozhenkova
{"title":"“None of This Happens in a Vacuum”: The Impact of External Dynamics on Department Chairs’ Efforts to Broaden Participation in Undergraduate Computing","authors":"Kathleen J. Lehman, Julia Rose Karpicz, Tomoko M. Nakajima, Linda J. Sax, V. Rozhenkova","doi":"10.1080/08993408.2022.2160150","DOIUrl":"https://doi.org/10.1080/08993408.2022.2160150","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49504142","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}
Pub Date : 2022-12-15DOI: 10.1080/08993408.2022.2158283
Katarina Pantic, Jody Clarke
ABSTRACT Background and Context Despite over 30 years of research on broadening participation, women are still underrepresented in Computer Science (CS) education. While enrolment in CS majors has increased, women earn only 18% of the CS baccalaureate degrees in the US. Objective Most research focuses on why women leave CS. This study explores factors (i.e. social interactions and practices) that support retention from the perspective of women who persisted in their CS major. Methods We interviewed ten participants first by separating them in two focus groups and then by using individual in-depth interviews. Findings We identified four types of social interactions that support retention of women. In terms of practices, we present four of the most frequent practices, and four practices that characterised retention of women at the periphery. These findings add nuanced understanding of factors that support retention of women through the theoretical lens of legitimate peripheral participation in communities of practice. Implications This study has several implications for CS departments on how they can support women’s retention, such as by supporting internships, propagating work-life balance and training faculty and students on the importance of legitimacy and support.
{"title":"Social interactions and practices that positively influenced women’s retention in their computer science major","authors":"Katarina Pantic, Jody Clarke","doi":"10.1080/08993408.2022.2158283","DOIUrl":"https://doi.org/10.1080/08993408.2022.2158283","url":null,"abstract":"ABSTRACT Background and Context Despite over 30 years of research on broadening participation, women are still underrepresented in Computer Science (CS) education. While enrolment in CS majors has increased, women earn only 18% of the CS baccalaureate degrees in the US. Objective Most research focuses on why women leave CS. This study explores factors (i.e. social interactions and practices) that support retention from the perspective of women who persisted in their CS major. Methods We interviewed ten participants first by separating them in two focus groups and then by using individual in-depth interviews. Findings We identified four types of social interactions that support retention of women. In terms of practices, we present four of the most frequent practices, and four practices that characterised retention of women at the periphery. These findings add nuanced understanding of factors that support retention of women through the theoretical lens of legitimate peripheral participation in communities of practice. Implications This study has several implications for CS departments on how they can support women’s retention, such as by supporting internships, propagating work-life balance and training faculty and students on the importance of legitimacy and support.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"286 - 314"},"PeriodicalIF":2.7,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203543","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}
Pub Date : 2022-11-13DOI: 10.1080/08993408.2022.2145549
Ugur Kale, Jiangmei Yuan, Abhik Roy
ABSTRACT Background and Context Various coding initiatives and materials exist such as those on Code.org site to promote students’ computational thinking (CT). However, little is known as to (a) whether such materials, in fact, promote CT and (b) how CT skills are related to each other. Objective As a preliminary step to identify CT skills addressed in the current initiatives and how they are related to each other as they appear in the instructional content, the present study examined 3rd grade lesson plans on Code.org. Methods We used content analysis to examine the CT skills exemplified in the lesson plans and employed social network analysis to study relations between the skills. Findings Various CT skills were addressed in the lesson plans and some of them were supported together more often than others. Further, the lesson plans promoted the development of students’ soft skills such as reflection, collaboration, and resilience, as well as technology-related skills. Implications The implications included (1) the design of lessons regarding what strategies to use for promoting CT, (2) the emphasis of CT as a problem-solving process through programming tasks, and (3) the underscored need for teaching understanding problems.
{"title":"Thinking processes in code.org: A relational analysis approach to computational thinking","authors":"Ugur Kale, Jiangmei Yuan, Abhik Roy","doi":"10.1080/08993408.2022.2145549","DOIUrl":"https://doi.org/10.1080/08993408.2022.2145549","url":null,"abstract":"ABSTRACT Background and Context Various coding initiatives and materials exist such as those on Code.org site to promote students’ computational thinking (CT). However, little is known as to (a) whether such materials, in fact, promote CT and (b) how CT skills are related to each other. Objective As a preliminary step to identify CT skills addressed in the current initiatives and how they are related to each other as they appear in the instructional content, the present study examined 3rd grade lesson plans on Code.org. Methods We used content analysis to examine the CT skills exemplified in the lesson plans and employed social network analysis to study relations between the skills. Findings Various CT skills were addressed in the lesson plans and some of them were supported together more often than others. Further, the lesson plans promoted the development of students’ soft skills such as reflection, collaboration, and resilience, as well as technology-related skills. Implications The implications included (1) the design of lessons regarding what strategies to use for promoting CT, (2) the emphasis of CT as a problem-solving process through programming tasks, and (3) the underscored need for teaching understanding problems.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46959089","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}
Pub Date : 2022-11-11DOI: 10.1080/08993408.2022.2140527
Maria Kallia, Q. Cutts
ABSTRACT Background and Context Since the surge of grounded cognition (GC) theories in cognitive psychology, many studies have focused on demonstrating the importance of embodiment and sensorimotor activities on students’ conceptual development. In computing education, however, there is not yet a conceptual framework for developing age-appropriate. Objective This paper brings these sets of work together, showing how the wider grounded cognition literature can be of value to computing education. The main objective of the paper is to suggest and set the theoretical foundations of a model for conceptual development in the early years of computing education. Method The paper is a conceptual paper and thus, it is based on an extensive account of relevant cognitive psychology and education literature. Findings The paper presents a model for conceptual development (EIFFEL -Enacted Instrumented Formal Framework for Early Learning in Computing). The general premise underlying the model is that programming concepts are first realised as actions performed on objects; as such, it aims to describe children’s conceptual development in computing from their first actions on concrete objects to entirely abstract forms of action representation epitomised by a program. Implications The model constitutes the first attempt to theorise conceptual development in the early years of computing education; as such it is expected to be used for the design of learning trajectories that progressively advance children’s conceptualisations from concrete, situated and multi-modal to formal and more abstract representations.
{"title":"Conceptual development in early-years computing education: a grounded cognition and action based conceptual framework","authors":"Maria Kallia, Q. Cutts","doi":"10.1080/08993408.2022.2140527","DOIUrl":"https://doi.org/10.1080/08993408.2022.2140527","url":null,"abstract":"ABSTRACT Background and Context Since the surge of grounded cognition (GC) theories in cognitive psychology, many studies have focused on demonstrating the importance of embodiment and sensorimotor activities on students’ conceptual development. In computing education, however, there is not yet a conceptual framework for developing age-appropriate. Objective This paper brings these sets of work together, showing how the wider grounded cognition literature can be of value to computing education. The main objective of the paper is to suggest and set the theoretical foundations of a model for conceptual development in the early years of computing education. Method The paper is a conceptual paper and thus, it is based on an extensive account of relevant cognitive psychology and education literature. Findings The paper presents a model for conceptual development (EIFFEL -Enacted Instrumented Formal Framework for Early Learning in Computing). The general premise underlying the model is that programming concepts are first realised as actions performed on objects; as such, it aims to describe children’s conceptual development in computing from their first actions on concrete objects to entirely abstract forms of action representation epitomised by a program. Implications The model constitutes the first attempt to theorise conceptual development in the early years of computing education; as such it is expected to be used for the design of learning trajectories that progressively advance children’s conceptualisations from concrete, situated and multi-modal to formal and more abstract representations.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45041707","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}
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