Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity Microcredentials
Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity Microcredentials
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DOI：
10.3390/educsci12010004
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发表时间：
2022-01-01
影响因子：
3
通讯作者：
Mugayitoglu, Bekir
中科院分区：
文献类型：
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作者：
Burrows, Andrea C.;Borowczak, Mike;Mugayitoglu, Bekir
计算机科学、网络安全教育和微证书在各级教育系统中越来越普遍。本研究的目的是与大学前教师合作：（1）调查30名大学前教师参与者在网络安全微证书三次迭代之前，期间和之后对计算机科学的自我效能，以及（2）对网络安全微证书进行更改以提高其有效性。作者探讨了教师在微证书中需要什么。第一个队列（n = 5）在2020年夏季接受了超过28天的微证书序列，第二个队列（n = 16）在2020年秋季接受了超过42天，第三个队列（n = 9）在2021年夏季接受了超过49天。作者调查了三个研究问题，并在开发，评估和实施研究性学习时使用了系统思维方法。研究人员使用定量方法收集自我效能子量表调查，以评估是否大学预科教师对计算机科学的信念发生了变化，然后使用定性方法进行半结构化的教师参与者访谈，以解决研究问题。研究结果表明，大学预科教师对计算机科学的自我效能分数增加，并有需要注意的领域，如资源和实施，当创建微证书。这项研究的意义包括有目的地制作微证书和专业发展的重要性，包括建立有效的伙伴关系的方面。
Computer science, cybersecurity education, and microcredentials are becoming more pervasive in all levels of the educational system. The purpose of this study was partnering with precollegiate teachers: (1) to investigate the self-efficacy of 30 precollegiate teacher participants towards computer science before, during, and after three iterations of a cybersecurity microcredential, and (2) to make changes to the cybersecurity microcredential to improve its effectiveness. The authors explored what teachers need in a microcredential. The first Cohort (n = 5) took the microcredential sequence over 28 days in the summer of 2020, the second Cohort (n = 16) took it over 42 days in the fall of 2020, and the third Cohort (n = 9) took it over 49 days in the summer of 2021. The authors investigated three research questions and used a systems thinking approach while developing, evaluating, and implementing the research study. The researchers used quantitative methods in the collection of a self-efficacy subscale survey to assess whether the precollegiate teachers' beliefs about computer science changed, and then used qualitative methods when conducting semi-structured teacher participant interviews to address the research questions. The findings show that the precollegiate teachers' self-efficacy scores towards computer science increased, and that there are areas in need of attention, such as resources and implementation, when creating microcredentials. The implications of this research include the importance of purposefully crafting microcredentials and professional developments, including aspects of creating effective partnerships.