Secondary Computer Science Teachers' Pedagogical Needs

Autor/inn/en	Sadik, Olgun; Ottenbreit-Leftwich, Anne Todd; Brush, Thomas Andrew
Titel	Secondary Computer Science Teachers' Pedagogical Needs
Quelle	In: International Journal of Computer Science Education in Schools, 4 (2020) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2513-8359
Schlagwörter	Secondary School Teachers; Computer Science Education; Student Centered Learning; Teaching Methods; Teamwork; Scaffolding (Teaching Technique); Student Attitudes; Mathematical Concepts; Misconceptions; Reading Instruction; Mathematics Instruction; Transfer of Training; Programming; Error Correction; Coding; Interaction; Cooperation; Student Interests; Mathematics Skills; Reading Skills; Student Needs + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Missverständnis; Leseunterricht; Mathematics lessons; Mathematikunterricht; Training; Transfer; Ausbildung; Programmierung; Korrektur; Codierung; Interaktion; Co-operation; Kooperation; Studieninteresse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit
Abstract	The purpose of this study is to identify secondary computer science (CS) teachers' pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers' discussions in the Computer Science Teachers Association's (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students' understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students' beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools. (As Provided).
Anmerkungen	International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01