Pre-Service Teachers’ Development Towards Computer Science Principles: A Career Path Predictor

Required Availability
Fall 2016 | Spring 2017
Course Credit?
No
Paid Position?
No
Description

Students involved in this research project will assist the two faculty researchers in collecting (interviews) and analyzing (coding) qualitative data that later informs the development of a survey instrument. There will be opportunities for the student to be involved with presentations of this research, as well. Description and Purpose of Research Project: Computer and information technology occupations are among the fastest growing jobs in the United States (US Bureau of Labor Statistics,2016). This rate will continue well past the year 2022, however, only approximately 10% of K-12 schools offer computer science courses (Westervelt, 2014). One reason for this disparity is that computer science has been seen as an applied subject. Over the last decade these applied subjects, such as engineering and drafting, have been viewed by many administrators and policy makers as electives, and better suited at the postsecondary level for students (Knobelsdorf & Vahnrenhold, 2013; National Research Council, 2009; Moore et al., 2014). Such practices have resulted in a devaluing of computer science, causing a rippling effect - a lack of qualified teachers and limited professional development. However, by teaching computer science principles (CSP) in the K-12 curriculum, students can improve their technological literacy, which better prepares them for our global, high-tech world (Barr & Stephenson, 2011; Wilson, Sudol, Stephenson, & Stehlik, 2010). Additionally, CSP has been linked to helping excel students’ skills in problem solving, critical thinking, creativity, and other skills necessary for science, technology, engineering and mathematics (STEM) fields (Ananiadou & Claro 2009; Binkley et al., 2012; Ryoo, Margolis, Lee, Sandoval, & Goode, 2013). As secondary schools increase efforts for experiential learning, CSP instructors are needed in middle and high schools in order to create a wider net of CSP curriculum offered to students. Further, there is a large disparity in diversity in computer science and related fields, which could be attributed to the lack of preparation before the post-secondary level. Women and minorities are still largely underrepresented in STEM education and professions (Hill et al, 2010; Terry & Hammond, 2007). For these reasons it is imperative that CSP be taught as a core subject in the K-12 setting. And it is for this reason the College Board has taken the initiative to revamp and spread momentum in creating and administering an Advanced Placement (AP) exam in Computer Science for the nation. To help increase the number of qualified educators to teach CSP at the K-12 level, the University of Alabama created CS 104, Computer Science Principles, aimed toward pre-service teachers in math education. The course follows the same curriculum as the expected AP computer science principles and is delivered in a method to allow students to learn techniques and pedagogies that can be adjusted and implemented into a high school curriculum. Currently for this course, the focus is on math education students in post-secondary due to math’s correlation with computer science paths. CS 104 has been in existence since 2011 and has been reviewed and examined to be in line with the AP expectations and principles, however, little research has been done to ensure that the course will indeed help create more CSP instructors upon students’ graduation and into K-12 teaching. The purpose of this study is to examine how to better administer the course in such a way to effectively ensure participating students can and will become CSP instructors later in their careers.

Special Directions

Please attach CV and previous research skills/experience


Contact Phone #
205-348-1401
Contact Email
vwright@ua.edu
Research Website
N/A

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