A Longitudinal Analysis of K-12 Computing Education Research in the United States

Upadhyaya, Bishakha; McGill, Monica M.; Decker, Adrienne

doi:10.1145/3328778.3366809

Cited by 23 publications

(5 citation statements)

References 18 publications

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“…The author found that only about one-third of studies indicated the gender composition of the participants, with only one-third of the studies that identified gender composition being female. This process aligns with participant demographics found in an earlier study [25][ANON].…”

Section: Background 21 Previous Cser Research Gapssupporting

confidence: 88%

Feasibility of Using the CAPE Framework to Identify Gaps in Equity-focused CS Education Research

Reyes,

McGill

2023 IL-IN Section Conference Proceedings

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As computer science (CS) quickly gains ground in K-12 classrooms, CS education research (CSER) is also rapidly growing. It remains unclear, however, the extent to which this growth in research captures key equity-focused areas. In this article, we describe a pilot test to determine the feasibility of using the CAPE theoretical framework to identify coverage of equity-focused CSER. The Capacity, Access, Participation and Experience (CAPE) framework examines the capacity to offer CS education, learner access to CS education, learner participation in CS education (enrollment) and experiences learners have when learning CS. We started with one primary research question: How feasible is it to use the CAPE framework for identify coverage gaps in K-12 CS education research?We then created a secondary research question for narrowing down the set of articles examined and testing its feasiblity: What are the gaps in research focused on K-12 CS education in which girls are participants in the studies?. We chose to use an existing, publicly-available dataset of 800+ articles and examined studies in which only girls were participants (n=51), then examined each of the 51 articles to determine which key CAPE component(s) each covers. Our pilot results show that CSER among girls covers areas related to Experience (92%) and Capacity (59%), but little to no coverage in the areas of Access (0%) and Participation (2%) of girls.To answer the primary research question and determine the feasibility of using CAPE for analyzing the entire corpus of 800+ articles (which is the next step in our research plan), we evaluated feasibility across two key areas, implementation and practicality, and found both to be satisfactory. This study is important in understanding how to identify areas of equity covered in K-12 CS education research and areas that need more attention in order to build a broader set of research knowledge for identifying promising practices for all learners.

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Section: Background 21 Previous Cser Research Gapssupporting

confidence: 88%

Feasibility of Using the CAPE Framework to Identify Gaps in Equity-focused CS Education Research

Reyes,

McGill

2023 IL-IN Section Conference Proceedings

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“…Concerns have arisen over the last few years about the quality of research that is being conducted on computer science education [1,3,5,6]. There have also been multiple calls within the community to recognize the gaps in research of student participants [4,7]. To investigate and identify promising practices in equitable K-12 computer science (CS) education, the capacity for education researchers to conduct high-quality research that delivers promising practices to teachers globally must be rapidly built.…”

Section: Study Detailsmentioning

confidence: 99%

Building Recommendations for Conducting Equity-Focused, High Quality K-12 Computer Science Education Research

McGill

Heckman

Chytas

et al. 2023

Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education v. 2

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To investigate and identify promising practices in equitable K-12 computer science (CS) education, the capacity for education researchers to conduct this research must be rapidly built globally. Simultaneously, concerns have arisen over the last few years about the quality of research that is being conducted and the lack of equity-focused research.In this working group, we will tackle the research question: In what ways can previous research standards inform high-quality, equity-focused K-12 CS education research?We will use existing research and various standards bodies (e.g., European Educational Research Association, Australian Education Research Organisation, CONSORT, American Psychological Association) to synthesize key features in the context of equity-focused K-12 CS education research. We will then vet these attributes with experts who can provide feedback and refine our recommendations and guidelines. Our working group will select the experts using a strata reflecting a diversity of backgrounds and experiences to support our focus on student populations that have been historically marginalized in computing (e.g., low-income students, rural students, girls, students with disabilities).Our recommendations will directly impact future equitable computing education research by providing guidance on conducting high-quality research such that the findings can be aggregated and impact future policy with evidence-based results. While we recognize that different countries and regions may yield differing answers to this question, our recommendations will be robust enough that Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).

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“…To date, most nationwide coding initiatives target children in primary and secondary levels of education, but a growing number of countries and regions have established clear policies and approaches for introducing technology and computer programming to young children (Australian Government Department of Education, Skills and Employment, 2015 [186]; Department for Education, 2013 [37]; Unahalekhaka and Govind, 2021 [187]). This section, organised by global regions, outlines current CT initiatives in early education.…”

Section: Overview Of Global Ct Initiativesmentioning

confidence: 99%

The state of the field of computational thinking in early childhood education

2022

OECD Education Working Papers

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Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today's academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming concepts and languages beginning as early as kindergarten and pre-primary school. Tools, curriculum, and frameworks to promote CT in the early years must be designed and implemented in ways that engage children who cannot yet read and write, who learn through play, and who have a short attention span and limited working memory but also strong natural curiosity. This review summarises empirical and theoretical literature on the state of the field of CT as it relates to early learning and development, a time when young children are being introduced to foundational skills, such as literacy and numeracy, which can carefully be complemented by an exploration of CT.EDU/WKP(2022)12  5

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A Longitudinal Analysis of K-12 Computing Education Research in the United States

Cited by 23 publications

References 18 publications

Feasibility of Using the CAPE Framework to Identify Gaps in Equity-focused CS Education Research

Feasibility of Using the CAPE Framework to Identify Gaps in Equity-focused CS Education Research

Building Recommendations for Conducting Equity-Focused, High Quality K-12 Computer Science Education Research

The state of the field of computational thinking in early childhood education

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