Participation and Learner Trajectories in Computing Education [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).

Autor/in	Peters, Anne-Kathrin
Titel	Participation and Learner Trajectories in Computing Education [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).
Quelle	(2019), (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters, Anne-Kathrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Science Education; Self Concept; Longitudinal Studies; STEM Education; Individual Development; Social Structure; Undergraduate Students; Student Attitudes; Student Interests; Information Technology; Educational Experience; Prior Learning; Career Choice; Phenomenology; Problem Solving + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; STEM; Individuelle Entwicklung; Sozialstruktur; Schülerverhalten; Studieninteresse; Informationstechnologie; Bildungserfahrung; Vorkenntnisse; Phenomenological psychology; Phänomenologie; Psychologie; Problemlösen
Abstract	Decades of research on engagement, retention, and under-representation in STEM conclude that a better understanding of learner development as a long-term, social process is needed. Social identity theory is increasingly used to understand the interplay between individual development and social structure. The present report summarises findings from a longitudinal study that followed computing students from the beginning of their university studies over a 3-year period (23 participants in year 1, 18 participants in year 3). The aim has been to explore the students' relationship to their field of study and how it changes as the students engage in their studies. Interviews were conducted in which the students reflected on their interests and experiences with CS/IT prior to and during their studies, as well as on their future career. Informed by social identity theory, the focus has been to analyse and describe students' experiences of participation in their field of study, i.e. doing, thinking, and feeling, in relation to CS/IT, negotiated among different people, and to discuss learner trajectories based on the insights into participation. A phenomenographic analysis yields an outcome space that describes different ways in which the students experience participation in CS/IT. Three ways of experiencing participation are particularly relevant to understand learner trajectories, participation as creating digital artefacts, problem-solving, and problem-solving for others. Participation as creating and (technical) problem-solving appear to be central at the university, which encourages trajectories towards being a computing person that enjoys creating digital artefacts and (technical) problem-solving. Students who have an interest in computing beyond the technical, e.g. social aspects, get little support. They risk being questioned by people who position computing as technical and theoretical and as a discipline that requires being objective. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01