'When I Started, I Wasn't Really Interested in Such Things': Catching and Holding an Interest in Computer Science and Technology
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| Title: | 'When I Started, I Wasn't Really Interested in Such Things': Catching and Holding an Interest in Computer Science and Technology |
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| Language: | English |
| Authors: | Jonas Tillmann, Claas Wegner |
| Source: | International Journal of Research in Education and Science. 2024 10(3):524-542. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 Grade 9 High Schools Junior High Schools |
| Descriptors: | Computer Science Education, Tutoring, STEM Education, Secondary School Students, Grade 5, Grade 6, Peer Teaching, Grade 9, Tutors, Cross Age Teaching, Tutor Training, Course Selection (Students), Student Interests, After School Education, Student Attitudes, Laboratories, Experiential Learning, Authentic Learning, Technology Education |
| ISSN: | 2148-9955 |
| Abstract: | Satellite laboratories, designed to ignite interest in technical and computer science topics, employ cross-age peer tutoring and physical computing platforms. Catering to students from 5th grade onwards, these laboratories are led by tutors from 9th grade onwards. Employing a design-based research approach, the project aims to comprehensively understand teaching and learning dynamics and address well-founded problems. This study investigates the impact of satellite laboratories on (situational) interest and subsequent course choices, recognizing the decline in STEM interest as students age, particularly in computer science. To combat this trend, early stimulation of STEM interest is deemed crucial. Thirteen students were interviewed, revealing that many already held STEM interests before participating. The data, analyzed through structured content analysis, demonstrates alignment with the four-phase model of interest genesis, highlighting situational epistemic and emotional interest. Students view satellite laboratories as valuable introductions influencing future course selections. This research underscores the significance of initiatives fostering early STEM interest to sustain engagement and combat declining interest in computer science. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443814 |
| Database: | ERIC |
| Abstract: | Satellite laboratories, designed to ignite interest in technical and computer science topics, employ cross-age peer tutoring and physical computing platforms. Catering to students from 5th grade onwards, these laboratories are led by tutors from 9th grade onwards. Employing a design-based research approach, the project aims to comprehensively understand teaching and learning dynamics and address well-founded problems. This study investigates the impact of satellite laboratories on (situational) interest and subsequent course choices, recognizing the decline in STEM interest as students age, particularly in computer science. To combat this trend, early stimulation of STEM interest is deemed crucial. Thirteen students were interviewed, revealing that many already held STEM interests before participating. The data, analyzed through structured content analysis, demonstrates alignment with the four-phase model of interest genesis, highlighting situational epistemic and emotional interest. Students view satellite laboratories as valuable introductions influencing future course selections. This research underscores the significance of initiatives fostering early STEM interest to sustain engagement and combat declining interest in computer science. |
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| ISSN: | 2148-9955 |
