What is it about?
A growing amount of K-12 teachers in the U.S. are learning to teach computer science (CS) for the first time. Teachers who are new to CS often relate their challenges in learning due to their limited programming experience. Strategies underlying the programming process make up the core skills of computational thinking (CT) which helps learners to process important information in computing. However, those who have limited experience applying planning, monitoring, and evaluating skills in CS context, often struggle to efficiently apply the strategies necessary for learning programming. This study examines the how K-12 teachers apply strategies to develop their computational practice while learning Java programming.
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Why is it important?
Our findings show that partial understanding of a program have implications on how K-12 teachers engage in the programming process: a) Strategy is implemented irregularly across phases of planning monitoring and evaluation in the programming process. b) Efficient use of strategy is less obvious in complex programming situations. c) Time constraints prevent teachers who are novices to programming from engaging in Java code meaningfully.
Perspectives
Conducting this study was an attempt to begin understanding K-12 teachers' approach to developing their computational practice in context of a programming scenario. Because a growing amount of in-service teachers are being required to incorporate CS in K-12 curriculum, it is critical to understand how to efficiently support teachers who are learning and advancing their CS skills for effective implementation in their classrooms.
Latoya Chandler
University of Florida
Read the Original
This page is a summary of: Exploring K-12 In-Service Teachers' Process of Plan Monitor Evaluation in Java programming., February 2025, ACM (Association for Computing Machinery),
DOI: 10.1145/3641555.3705182.
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