A Sociocultural Perspective on Computer Science Capital and Its Pedagogical Implications in Computer Science Education

Autor/inn/en	Vrieler, Tina; Salminen-Karlsson, Minna
Titel	A Sociocultural Perspective on Computer Science Capital and Its Pedagogical Implications in Computer Science Education
Quelle	In: ACM Transactions on Computing Education, 22 (2022) 4, Artikel 44 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vrieler, Tina) ORCID (Salminen-Karlsson, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Sociocultural Patterns; Computer Science Education; Teaching Methods; Inclusion; Learning Theories; Educational Theories; Academic Aspiration; Occupational Aspiration; Cues; Social Capital; Cultural Capital; Self Efficacy; Computer Software; Access to Computers; Informal Education; Social Media; Self Concept; Teacher Characteristics; Teacher Recruitment; Curriculum Design; Student Behavior; Learning Processes; Barriers; Disproportionate Representation; Access to Education; Outreach Programs; Student Diversity + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Computer science lessons; Informatikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Learning theory; Lerntheorie; Educational theory; Theory of education; Bildungstheorie; Berufsneigung; Berufsziel; Stichwort; Sozialkapital; Self-efficacy; Selbstwirksamkeit; Informelle Bildung; Nichtformale Bildung; Soziale Medien; Selbstkonzept; Lehrerrekrutierung; Lehrplangestaltung; Student behaviour; Schülerverhalten; Learning process; Lernprozess; Education; Access; Bildung; Zugang; Bildungszugang; Jobcoaching
Abstract	The aim of this conceptual article is to provide a framework and a lens for educators in diversifying and making CS education more inclusive. In this article, we conceptualize the notion of computer science capital (CSC), which extends Bourdieu's sociological theory of capital and Archer et al.'s work on "science capital." The CSC concept was developed by contrasting the concept of science capital with a literature review on key factors affecting students' aspirations in CS. We argue that there is a need to distinguish between science capital and CSC, because the types of capital that are considered legitimate vary between the field of natural science and computer science. The CSC concept uses a sociocultural perspective on learning and can be understood as a form of symbolic capital that is influential in facilitating students' possibility to fully participate in, engage with, and form aspirations in CS. The CSC concept consists of three main components, each with associated subcomponents. We believe our CSC framework, along with the self-reflection prompts included in this article, will offer support for reflections for educators in their daily pedagogical work. By taking students' various levels of social and cultural capital into consideration, educators can plan didactic activities with a focus to strengthen students' various types of capital. This includes reflection on how implicit and explicit norms, beliefs, thoughts, expectations, values, and ideas can affect the pedagogical practices and ultimately the students. Only when we are reflective about our teaching practices can we be better positioned to construct a more inclusive teaching and learning environment. (As Provided).
Anmerkungen	Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01