Pedagogical content knowledge in computing education: a review of the research literature

Cheuoua, Aleata Hubbard

doi:10.1080/08993408.2018.1509580

Cited by 32 publications

(21 citation statements)

References 41 publications

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“…In that case, the curriculum was intentionally designed to be broad to avoid constraining teachers but the result was that most students “gain[ed] nothing beyond basic digital literacy skills such as how to use a word-processor or a database” (The Royal Society 2012 ). This illustrates the need for a well-defined curriculum that provides teachers with the pedagogical content knowledge they require to facilitate the appropriation and adoption of said content (Hubbard 2018 ). Teachers require having the pedagogical content at their disposal.…”

Section: Related Workmentioning

confidence: 99%

A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program

et al. 2020

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Integrating computer science (CS) into school curricula has become a worldwide preoccupation. Therefore, we present a CS and Robotics integration model and its validation through a large-scale pilot study in the administrative region of the Canton Vaud in Switzerland. Approximately 350 primary school teachers followed a mandatory CS continuing professional development program (CPD) of adapted format with a curriculum scaffolded by instruction modality. This included CS Unplugged activities that aim to teach CS concepts without the use of screens, and Robotics Unplugged activities that employed physical robots, without screens, to learn about robotics and CS concepts. Teachers evaluated positively the CPD and their representation of CS improved. Voluntary adoption rates reached 97% during the CPD and 80% the following year. These results combined with the underpinning literature support the generalisability of the model to other contexts.

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Section: Related Workmentioning

confidence: 99%

A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program

et al. 2020

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“…According to Shulman [66], PCK "embodies the aspects of content most germane to its teachability, " including "the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations," and "an understanding of what makes the learning of specific concepts easy or difficult" [p. 9]. The concept of PCK has been used in CS to understand and advance the teaching of a variety of topics-including programming, algorithms, and problem-solving-at secondary and tertiary levels [35]. However, the concept does not appear to have been employed in published research on ML teaching.…”

Section: Educationmentioning

confidence: 99%

“…Each of these components is relevant to teaching ML to creative practitioners. Yet, as Hubbard [35] notes, different researchers have conceptualized PCK differently; there is no definitive enumeration of what PCK entails, even within CS education. Other formulations of PCK suggest additional components that seem relevant to understanding creative ML teaching.…”

Section: Educationmentioning

confidence: 99%

Machine Learning Education for Artists, Musicians, and Other Creative Practitioners

Fiebrink

2019

ACM Trans. Comput. Educ.

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This article aims to lay a foundation for the research and practice of machine learning education for creative practitioners. It begins by arguing that it is important to teach machine learning to creative practitioners and to conduct research about this teaching, drawing on related work in creative machine learning, creative computing education, and machine learning education. It then draws on research about design processes in engineering and creative practice to motivate a set of learning objectives for students who wish to design new creative artifacts with machine learning. The article then draws on education research and knowledge of creative computing practices to propose a set of teaching strategies that can be used to support creative computing students in achieving these objectives. Explanations of these strategies are accompanied by concrete descriptions of how they have been employed to develop new lectures and activities, and to design new experiential learning and scaffolding technologies, for teaching some of the first courses in the world focused on teaching machine learning to creative practitioners. The article subsequently draws on data collected from these courses—an online course as well as undergraduate and masters-level courses taught at a university—to begin to understand how this curriculum supported student learning, to understand learners’ challenges and mistakes, and to inform future teaching and research.

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“…Whilst there exist systematic reviews on transdisciplinary competencies separately (e.g., Akuma & Callaghan, 2019;Hubbard, 2018;Krogh & Kvols, 2016;Leutwyler, 2014;Robinson & Young, 2019;Rosenberg & Koehler, 2015), we know of no other systematic review that includes several transdisciplinary competencies at once to conceptualise the concept teachers' transdisciplinary competence.…”

Section: Theoretical Basismentioning

confidence: 99%

Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas

Smestad

Gillespie

2020

NJCIE

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This study contributes to the conceptualisation of teachers’ competence through a systematic review (a concept synthesis) of three key transdisciplinary competencies—teachers’ diversity competence, teachers’ research and development competence, and teachers’ digital competence. Based on our analysis, we propose a set of dimensions to consider—within which there were important tensions in the research literature reviewed—when discussing teachers’ professional competence. These dimensions are: the 1) beneficiary, 2) teachers’ role, 3) attitudes, knowledge and skills, 4) sources of competence, 5) relationship to disciplinary content and 6) assessment. We discuss the three areas in light of these dimensions. We suggest that the complexity of being and becoming a teacher is a blind spot in research on teachers’ transdisciplinary competence and that many articles show deficit thinking about teachers.

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Pedagogical content knowledge in computing education: a review of the research literature

Cited by 32 publications

References 41 publications

A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program

A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program

Machine Learning Education for Artists, Musicians, and Other Creative Practitioners

Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas

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