Computer Science and Engineering: Utilizing Action Research and Lesson Study
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| Title: | Computer Science and Engineering: Utilizing Action Research and Lesson Study |
|---|---|
| Language: | English |
| Authors: | Burrows, Andrea C. (ORCID |
| Source: | Educational Action Research. 2019 27(4):631-646. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1339853 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Science Education, Engineering Education, Action Research, Conflict Resolution, Communication Skills, Teamwork, Cooperation, Thinking Skills, Teaching Methods |
| DOI: | 10.1080/09650792.2019.1566082 |
| ISSN: | 0965-0792 |
| Abstract: | This article explores one group's use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1225900 |
| Database: | ERIC |
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| Abstract: | This article explores one group's use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy. |
|---|---|
| ISSN: | 0965-0792 |
| DOI: | 10.1080/09650792.2019.1566082 |
