TY - GEN
T1 - Tips and Tricks for Changing the Way Young People Conceive Computer Science
AU - Lombart, Cécile
AU - Smal, Anne
AU - Henry, Julie
N1 - Publisher Copyright:
© 2020, Springer Nature Switzerland AG.
PY - 2020
Y1 - 2020
N2 - Many youths have an incomplete perception of what computer science is, which leads to a lack of interest in studies on information and communication technologies. However, there is a large gap to be filled in terms of jobs in this field. It is therefore important to make young people aware of what computer science is about and of the jobs associated with it, specifically at this age as they do not yet have a precise vision of their future career. To meet this challenge, workshops have been organized to expose 12 to 15-year-olds to the basic concepts of computer science and its subfields, such as programming, robotics, computer networking, artificial intelligence, and cybersecurity. Over three years, data were collected to measure the influence of hands-on workshops conducted in the classroom on young people’s conceptions. The workshops offered an introduction to a field of computer science poorly understood by most young people. Analysis of the data collected from more than 200 pupils across six different schools shows the important role played by both the themes addressed and the teacher’s discourse. In particular, comparisons with workshops conducted by experts highlight the problem of the lack of teacher training.
AB - Many youths have an incomplete perception of what computer science is, which leads to a lack of interest in studies on information and communication technologies. However, there is a large gap to be filled in terms of jobs in this field. It is therefore important to make young people aware of what computer science is about and of the jobs associated with it, specifically at this age as they do not yet have a precise vision of their future career. To meet this challenge, workshops have been organized to expose 12 to 15-year-olds to the basic concepts of computer science and its subfields, such as programming, robotics, computer networking, artificial intelligence, and cybersecurity. Over three years, data were collected to measure the influence of hands-on workshops conducted in the classroom on young people’s conceptions. The workshops offered an introduction to a field of computer science poorly understood by most young people. Analysis of the data collected from more than 200 pupils across six different schools shows the important role played by both the themes addressed and the teacher’s discourse. In particular, comparisons with workshops conducted by experts highlight the problem of the lack of teacher training.
KW - Computer science education
KW - Didactic
KW - K12
KW - Workshops
UR - http://www.scopus.com/inward/record.url?scp=85097417271&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-63212-0_7
DO - 10.1007/978-3-030-63212-0_7
M3 - Conference contribution
AN - SCOPUS:85097417271
SN - 9783030632113
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 79
EP - 93
BT - Informatics in Schools
A2 - Kori, Külli
A2 - Laanpere, Mart
PB - Springer Science and Business Media Deutschland GmbH
T2 - 13th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2020
Y2 - 23 September 2020 through 25 September 2020
ER -