The benefits of partnering up with teachers when conducting classroom-based research

What is it about?

There are numerous barriers to the introduction of digital education and computer science at the primary school level. Some of these barriers can be external (e.g. lack of time, ressources, cost), others are internal (e.g. teachers do not see the benefits of teaching computer science). To address the issue of time and teacher reticence, this paper examines the benefits of introducing CS unplugged activities as a support to other disciplines. This is done through a partnership between teachers and researchers which highlights the benefits that both parties get by working in synergy.

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Why is it important?

Teachers are the experts of their classrooms and their point of view is important to consider when researchers conduct classroom-based experiments. At the same time, by collaborating with researchers, teachers obtain detailed analyses of student learning, which are devoid of biases and impressions. What our work shows is that teachers, upon collaborating with researchers, change their perspective about researchers and are open to other collaborative research initiatives, which they find to be drivers of change and innovation in their practice.