Physical Sciences and Mathematics Commons^™

Examining The Role Of Parental Support On Youth's Interest In And Self-Efficacy Of Computer Programming, Umar Shehzad, Jody Clarke-Midura, Mimi Recker

Publications

Objectives. The increasing demand for computing skills has led to a rapid rise in the development of new computer science (CS) curricula, many with the goal of equitably broadening participation of underrepresented students in CS. While such initiatives are vital, factors outside of the school environment also play a role in influencing students' interests. In this paper, we examined the effects of students' perceived parental support on their interest in computer programming and explored the mechanisms through which this effect may have been established as students participated in an introductory CS instructional unit.

Participants. This instructional unit was …

Exploring Practical Measures As An Approach For Measuring Elementary Students’ Attitudes Towards Computer Science, Umar Shehzad, Mimi M. Recker, Jody E. Clarke-Midura

Publications

This paper presents a novel approach for predicting the outcomes of elementary students’ participation in computer science (CS) instruction by using exit tickets, a type of practical measure, where students provide rapid feedback on their instructional experiences. Such feedback can help teachers to inform ongoing teaching and instructional practices. We fit a Structural Equation Model to examine whether students' perceptions of enjoyment, ease, and connections between mathematics and CS in an integrated lesson predicted their affective outcomes in self-efficacy, interest, and CS identity, collected in a pre- post- survey. We found that practical measures can validly measure student experiences.

Facilitating Mathematics And Computer Science Connections: A Cross-Curricular Approach, Kimberly E. Beck, Jessica F. Shumway, Umar Shehzad, Jody Clarke-Midura, Mimi Recker

Publications

In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students' long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and make important connections across disciplines. The purpose of this paper is a theoretical reflection on our use of Expansive Framing in our design of lessons across learning environments within the school. We provide a narrative account of our early work in using this theoretical framework to co-plan and enact …