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Ants Go Marching--Integrating Computer Science into Teacher Professional Development with Netlogo

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Title: Ants Go Marching--Integrating Computer Science into Teacher Professional Development with Netlogo
Authors: Borowczak, Mike (ORCID 0000-0001-9409-8245), Burrows, Andrea C. (ORCID 0000-0001-5925-3596)
Source: Education Sciences. 2019 9.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1339853
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Computer Science Education, Faculty Development, Technological Literacy, Elementary Secondary Education, Self Efficacy, Pedagogical Content Knowledge, Teaching Methods, Technology Integration, Engineering Education
Geographic Terms: Wyoming
ISSN: 2227-7102
Abstract: There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and self-efficacy to adequately and effectively integrate CS into existing curricula. In this study, 30 pre-collegiate teachers who represent a wide band of experience, grade-levels, and prior CS familiarity participated in a 16-day professional development (PD) course to enhance their content knowledge and self-efficacy in integrating CS into existing lessons and curricula. Using both qualitative and quantitative methodology, a social constructivist approach guided the researchers in the development of the PD, as well as the data collection and analysis on teacher content knowledge and perceptions through a mixed-methods study. Ultimately, participants were introduced to CS concepts and practices through NetLogo, which is a popular multi-agent simulator. The results show that although the pre-collegiate teachers adopted CS instruction, the CS implementation within their curricula was limited to the activities and scope of the PD with few adaptations and minimal systemic change in implementation behaviors.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1211967
Database: ERIC
FullText Text:
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  Data: Ants Go Marching--Integrating Computer Science into Teacher Professional Development with Netlogo
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Borowczak%2C+Mike%22">Borowczak, Mike</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9409-8245">0000-0001-9409-8245</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burrows%2C+Andrea+C%2E%22">Burrows, Andrea C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5925-3596">0000-0001-5925-3596</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2019 9.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: Y
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  Data: 16
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  Label: Publication Date
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  Data: 2019
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  Data: National Science Foundation (NSF)
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  Data: 1339853
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Wyoming%22">Wyoming</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2227-7102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and self-efficacy to adequately and effectively integrate CS into existing curricula. In this study, 30 pre-collegiate teachers who represent a wide band of experience, grade-levels, and prior CS familiarity participated in a 16-day professional development (PD) course to enhance their content knowledge and self-efficacy in integrating CS into existing lessons and curricula. Using both qualitative and quantitative methodology, a social constructivist approach guided the researchers in the development of the PD, as well as the data collection and analysis on teacher content knowledge and perceptions through a mixed-methods study. Ultimately, participants were introduced to CS concepts and practices through NetLogo, which is a popular multi-agent simulator. The results show that although the pre-collegiate teachers adopted CS instruction, the CS implementation within their curricula was limited to the activities and scope of the PD with few adaptations and minimal systemic change in implementation behaviors.
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        PageCount: 16
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        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Technology Integration
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      – SubjectFull: Engineering Education
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      – SubjectFull: Wyoming
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      – TitleFull: Ants Go Marching--Integrating Computer Science into Teacher Professional Development with Netlogo
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