Proposing, Planning, and Teaching an Equity- and Justice-Centered Secondary Pre-Service CS Teacher Education Program

Ko, Amy J.; Beitlers, Anne; Everson, Jayne; Wortzman, Brett; Gallagher, D. S.

doi:10.1145/3545945.3569735

Cited by 3 publications

(7 citation statements)

References 14 publications

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“…After identifying a few on-topic papers that serve as a core (Turkle & Papert, 1990;Björkman, 2005 andKo et al 2023), relevant keywords were collected and utilized for future searches. The objective was to gather a broad spectrum of answers to form a foundation for future research.…”

Section: Database Searchmentioning

confidence: 99%

“…One aspect involves biases and stereotypes present in the learning materials (Medel & Pournaghshband, 2017;Chavatzia, 2017). A second relates to being aware of bias, ethics, and morality when developing software and the importance of discussing the power and effects of software development (Bjørn et al,2023;Chavatzia, 2017;Albusays et al, 2021;Ko et al, 2023). A third aspect is the bias of the teacher.…”

Section: Bias Awareness and Ethicsmentioning

confidence: 99%

“…All three aspects have the potential to foster inclusivity for a broader group of students. Ko et al (2023) suggest broadening the CS knowledge to include not only technical CS knowledge but also social, cultural, and political CS knowledge.…”

Section: Bias Awareness and Ethicsmentioning

confidence: 99%

“…Combining computer science with design and using design-related activities help engage diverse groups of learners (Ko et al, 2023;Mozelius, 2018). According to Ko et al (2023) "design and engineering is a never-ending duality and should be taught as such". CS might be taught as design or as engineering, but preferably as 'designinformed engineering'.…”

Section: Design and Creativitymentioning

confidence: 99%

“…There are numerous examples of creative coding practices involving artistic creations, such as visual expression or sounds and music (Bergstrom & Lotto, 2015). To foster creativity there are ways to broaden the perspective of what counts as code quality (Ko et al, 2023), andLi et al (2015) suggest expanding grading to include non-functional attributes of the code, such as elegance, anticipates needs, and creativity. Many students find abstract puzzle solving irrelevant (Ko et al, 2023) but Wang and Degol (2017) suggests adding more storytelling to the learning experience.…”

Section: Design and Creativitymentioning

confidence: 99%

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Essential Aspects of Gender-inclusive Computer Science Education

Sällvin,

Öberg,

Mozelius

2024

icgr

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Computer science is a higher education domain that still show a significant male dominance. Many research studies have highlighted the importance of diversity and gender balance in computer science related areas such as software engineering and system development. However, there is still a well-identified problem that university programmes and courses on computer science fail to attract the female audience. The objective of this study is to investigate the concept of gender-inclusive computer science (CS) education with the aim of broadening participation in CS courses and programs. This is conducted through a literature study, initially focusing on keywords and research areas, and subsequently searching into existing research. The research question that guided the study was: "What concepts can be found in literature to make computer science education more gender-inclusive?". Data were analysed thematically in a two-step analysis process inspired by the grounded theory methods of Open coding and Axial coding. Findings suggest that there is significant room for learning in this field, particularly from Critical CS education studies. The Open coding analysis showed that the findings can be categorised into eight main themes. In the Axial coding the themes were merged, refined, renamed, and centred around the main axial theme of 'Epistemological pluralism'. Other essential themes that all are related to the axial main theme were: 'Design and creativity', 'Bias awareness and ethics', 'Collaboration and communication', 'Self-regulated learning', 'Real-world applications', and 'Role models and mentorship'. The result of this study is presented through a visual model that illustrates essential aspects of inclusive computer science education. The paper also proposes various directions for future research.

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Section: Database Searchmentioning

confidence: 99%