Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

Tran, Yune

doi:10.1007/s10758-018-9358-z

Cited by 34 publications

(14 citation statements)

References 67 publications

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“…The study further shows that students' interest in STEM and related careers increased (Shamir et al, 2019). Similar results can be found in a mixed-methods study with 132 elementary students, where programming had a positive effect on students' perceptions of STEM, computer science and careers in the fields (Tran, 2018).…”

Section: Related Researchsupporting

confidence: 85%

Making programming part of teachers' everyday life – Programming affordances and constraints for K-12 mathematics and technology

Humble

Mozelius²

2022

IJILT

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PurposeThe conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context.Design/methodology/approachWith a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis.FindingsThis study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology.Research limitations/implicationsThis qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers.Practical implicationsResults and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities.Social implicationsThe study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology.Originality/valueDuring the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.

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Section: Related Researchsupporting

confidence: 85%

Making programming part of teachers' everyday life – Programming affordances and constraints for K-12 mathematics and technology

Humble

Mozelius²

2022

IJILT

View full text Add to dashboard Cite

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“…There is a growing need for more students to pursue STEM fields and careers to fill the demand for professionals in the STEM workforce. Providing students with access to STEM content and information regarding potential STEM careers should begin early in their educational career (Christensen and Knezek, 2017;Prieto and Dugar, 2017;Sari et al, 2018;Tran, 2018). A student's STEM identity is heavily influenced throughout childhood and adolescent development and is directly related to a student's choice to pursue STEM careers (Dasgupta and Stout, 2014;Kim et al, 2018).…”

Section: Perceptions Of Stem and Stem Careersmentioning

confidence: 99%

“…As children enter primary school, their perceptions of STEM fields begin to be influenced by their classroom environments and activities. For example, Tran (2018) immersed primary school students in computer science activities over a three-month period and found students realized the importance of learning STEM subjects for a future career. Development of positive perceptions toward STEM fields is seen to be highest at a young age when compared to secondary students' perceptions of STEM (Christensen et al, 2014).…”

Section: Perceptions Of Stem and Stem Careersmentioning

confidence: 99%

Improving perceptions of STEM careers through informal learning environments

Vela

Pedersen

Baucum

2020

JRIT

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PurposeThis paper investigated the impact a camp on informal science, technology, engineering and mathematics (STEM) had on students' perceptions of STEM fields and careers.Design/methodology/approachA quasiexperimental design was used to assess students' perceptions toward STEM fields and careers. Secondary students (n = 57) who participated in the STEM summer camp completed STEM projects, went on lab tours and attended panels during the one- or two-week residential camps. Students completed a STEM Semantics survey to assess their perceptions prior to and after attending the camp. Descriptive statistics, Cohen's d effect sizes, paired sample t-tests and Pearson's correlation were conducted to analyze the data.FindingsResults suggested that although there was no significant change in students' dispositions toward each individual STEM field, there was a statistically significant improvement of students' perceptions of STEM careers (p = 0.04; d = 0.25). Furthermore, the results of the Pearson's correlation indicated that there was a statistically significant positive association between perceptions of a STEM career and perceptions in science, mathematics and engineering.Research limitations/implicationsThis suggests that various components of the informal learning environment positively contributed to students' perceptions toward STEM careers. Implications from the study indicate that when students are engaged in hands-on science or STEM PBL activities and have opportunities to be exposed to various STEM careers, their perceptions of STEM pathways will improve.Originality/valueThese results may influence future curriculum and the organization of future STEM camps by encouraging teachers and camp directors to integrate practical hands-on STEM projects and expose students to potential STEM pathways through lab tours and panels of STEM professionals.

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“…Providing CS learning opportunities to elementary school-aged students can help them build a strong foundation in CS and can increase their interest in computing and related fields [7,25]. Collaborative computing has been emphasized as an important practice in the new K-12 Computer Science Framework [6].…”

Section: Introductionmentioning

confidence: 99%

It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students

Ruiz

Brown

et al. 2022

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education

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The COVID-19 pandemic shifted many U.S. schools from in-person to remote instruction. While collaborative CS activities had become increasingly common in classrooms prior to the pandemic, the sudden shift to remote learning presented challenges for both teachers and students in implementing and supporting collaborative learning. Though some research on remote collaborative CS learning has been conducted with adult learners, less has been done with younger learners such as elementary school students. This experience report describes lessons learned from a remote afterschool camp with 24 elementary school students who participated in a series of individual and paired learning activities over three weeks. We describe the design of the learning activities, participant recruitment, group formation, and data collection process. We also provide practical implications for implementation such as how to guide facilitators, pair students, and calibrate task difficulty to foster collaboration. This experience report contributes to the understanding of remote CS learning practices, particularly for elementary school students, and we hope it will provoke methodological advancement in this important area. CCS CONCEPTS• Social and professional topics → K-12 education.

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Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

Cited by 34 publications

References 67 publications

Making programming part of teachers' everyday life – Programming affordances and constraints for K-12 mathematics and technology

Making programming part of teachers' everyday life – Programming affordances and constraints for K-12 mathematics and technology

Improving perceptions of STEM careers through informal learning environments

It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students

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