Landscape of K-12 Computer Science Education in the U.S.: Perceptions, Access, and Barriers
Landscape of K-12 Computer Science Education in the U.S.: Perceptions, Access, and Barriers
复制标题
美国 K-12 计算机科学教育概况：认知、准入和障碍
DOI：
10.1145/2839509.2844628
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
S. H. Moghadam
中科院分区：
文献类型：
--
作者：
Jennifer Wang;Hai Hong;Jason Ravitz;S. H. Moghadam
通过对全美1,673名学生、1,685名家长、1,013名教师、9,693名校长和1,865名负责人的调查，这项研究探索了人们对K-12计算机科学教育的认知、获取途径和障碍。我们发现，大多数受访者无法区分计算机素养活动和计算机科学，女性、黑人或西班牙裔受访者更不可能做到这一点。关于谁从事计算机科学的看法是狭隘的和刻板的(白人、男性、聪明)，但所有人群都对计算机科学有很高的价值和需求，特别是在父母中。结果表明，在获取技术和计算机科学方面存在差异。超过75%的校长报告说，他们的学校没有开设有编程/编码的计算机科学课程，但西班牙裔学生报告说，他们在家里和学校接触计算机的机会较少，黑人学生和低收入学生报告说，他们在学校学习计算机科学的机会较少。与同龄人相比，西班牙裔学生和女学生学习计算机科学的可能性也更低，或者对学习计算机科学更有信心。最后，我们探索了访问的障碍，发现了一个严重的脱节：家长和学生对计算机科学教育的需求很高，而管理人员对这种需求的看法很低。此外，校长和负责人提到，开设计算机科学课程最常见的障碍是，需要把时间花在其他课程和考试要求上，以及缺乏合格的教师，而技术障碍不太常见。
Through surveys of 1,673 students, 1,685 parents, 1,013 teachers, 9,693 principals, and 1,865 superintendents across the United States, this study explores perceptions, access, and barriers to computer science education at the K-12 level. We found most respondents were unable to distinguish computer literacy activities from computer science, with female, Black, or Hispanic respondents even less likely to do so. Perceptions of who does computer science were narrow and stereotypical (White, male, smart), but there was high value and demand for computer science across all populations, particularly among parents. Results indicate discrepancies in access to technology and computer science. Over 75% of principals reported their school did not offer computer science with programming/coding, but Hispanic students reported lower exposure to computers at home and in school and Black students and lower income students reported less access to computer science learning in school. Hispanic students and female students were also less likely to have learned computer science or have confidence to learn computer science compared to their counterparts. Finally, we explored barriers to access and identified a harsh disconnect: parent and student demand for computer science education was high while administrators' perceptions of this demand was low. Additionally, the most common barriers to offering computer science cited by principals and superintendents were the need to dedicate time to other courses and testing requirements and the lack of qualified teachers, with technology less common of a barrier.