Computer Science Teaching Knowledge: A Framework and Assessment (Abstract Only)
Computer Science Teaching Knowledge: A Framework and Assessment (Abstract Only)
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计算机科学教学知识：框架和评估（仅摘要）
DOI：
10.1145/3017680.3022399
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Kao, Yvonne
中科院分区：
文献类型：
--
作者：
Hubbard, Aleata;Kao, Yvonne
教育工作者，研究人员，政治家，科技公司和其他人继续倡导K-12学生在我们日益技术驱动的社会中学习计算机科学的重要性。美国学区解决这一日益增长的需求的一种方法是允许在其他学科获得认证的教师领导计算机科学课程。暑期和周末的专业发展机会支持这些教育工作者发展有效的计算机科学教学所需的专业知识，但他们学习计算机科学的很大一部分将通过在职经验发生。我们为期四年的NSF EHR赠款探索了如何将高中教师与科技行业专业人士配对的工作嵌入式专业发展计划，支持教育工作者获取计算机科学教学知识。在这张海报上提出的研究集中在研究的第三年，包括（a）一个理论组成部分，重点是创建一个框架，以解释在职计算机科学教学知识的发展，基于案例研究与六名教师，和（B）的经验组成部分，重点是创建和管理的计算机科学教学知识评估。到SIGCSE研讨会召开时，我们预计将获得由高中教师及其合作的科技行业专业人士完成的第一次教学知识评估的预测试结果。这张海报将介绍我们的理论框架，由此产生的教学知识评估与样本项目，并分析参与者的评估反应及其与具体教学经验的关系。
Educators, researchers, politicians, tech companies, and others continue to advocate for the importance of K-12 students learning computer science in our increasingly tech-driven society. One way school districts in the United States address this growing demand is by allowing teachers certified in other disciplines to lead computer science courses. Summer and weekend professional development opportunities support these educators in developing the expertise needed for effective computer science teaching, but a great portion of their learning to teach computer science will occur through on-the-job experiences. Our four-year NSF EHR grant explores how a job-embedded professional development program that pairs high school teachers with tech industry professionals supports educators in acquiring computer science teaching knowledge. The research presented in this poster focuses on the third year of the study and includes (a) a theoretical component focused on creating a framework to explain on-the-job computer science teaching knowledge development based on case studies with six teachers, and (b) an empirical component focused on the creation and administration of a computer science teaching knowledge assessment. By the time of the SIGCSE symposium, we expect to have pre-test results from the first administration of our teaching knowledge assessment, completed by both high school teachers and their collaborating tech industry professionals. This poster will present our theoretical framework, resultant teaching knowledge assessment with sample items, and analysis of participants' assessment responses and their relationship to specific teaching experiences.