Effects of Teacher Training in a Computer Science Principles Curriculum on Teacher and Student Skills, Confidence, and Beliefs
Effects of Teacher Training in a Computer Science Principles Curriculum on Teacher and Student Skills, Confidence, and Beliefs
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计算机科学原理课程中的教师培训对教师和学生技能、信心和信念的影响
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Anil Lalwani
中科院分区：
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作者：
Karla R. Hamlen;Nigamanth Sridhar;L. Bievenue;D. Jackson;Anil Lalwani
在中学广泛采用计算机科学的常见障碍包括：1)有能力在K-12学校教授计算机科学课程的训练有素的教师数量不足；2)对计算机科学课程感兴趣的学生基础狭窄，其中不包括大量女性或传统上代表性不足的种族群体的学生。为了克服这些障碍，我们开发并雇用了一项教师专业发展计划，以开发内容和教学策略来教授计算机科学原理，同时扩大和扩大计算机科学的参与。为这个项目选择教师是为了了解干预对不同背景的教师的影响，这些教师在不同类型的学校和不同的学生群体中任教，并且具有一系列以前的计算机科学内容知识和教学经验。多次评估教师的内容掌握、信心和态度，以及学生的内容掌握和信心。该项目的主要目标是培养教师和学生在编程技能方面的能力和信心，并培训和鼓励教师采用同伴指导，允许学生之间进行大量互动，并参与到促进学生专业知识发展的内容中。重要的研究结果表明，参加研讨会后，教师的知识和信心都有所提高，学生的收获也很明显。他们的学生在学习计算机科学原理后，无论性别、种族或民族，都表现出了技能和信心的提高。
Common barriers to broad-based adoption of Computer Science in secondary schools include 1) insufficient numbers of trained teachers who are capable of teaching CS courses in K-12 schools, and 2) a narrow base of students interested in taking CS courses which does not include a large number of females or students from traditionally underrepresented racial groups. In an effort to overcome these obstacles, we developed and employed a teacher professional development program to develop both content and pedagogical strategies to teach Computer Science Principles while also broadening and expanding participation in CS. Teachers were selected for this program in an effort to understand the impact of the intervention with teachers of diverse backgrounds, who teach in a variety of types of schools and with diverse student populations, and with a range of previous Computer Science content knowledge and teaching experience. Teacher content mastery, confidence and attitudes, as well as student content mastery and confidence were assessed at multiple times. Key goals of the program were to develop ability and confidence in programming skills among teachers and students, and to train and encourage teachers to use peer instruction, allowing for a great deal of interaction among students and engagement with the content facilitating the development of expertise among students. Significant findings showed that teachers improved in both knowledge and confidence after taking the workshop, and the gains were evident for their students as well. Their students also demonstrated improvement in both skills and confidence after taking CS Principles, regardless of gender, race, or ethnicity.