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Exploring the Correlation Between Teacher Pedagogical Content Knowledge and Content Knowledge in Computer Science Classrooms

Published: 02 July 2019 Publication History

Abstract

Educators have long claimed that pedagogical content knowledge (PCK), ways of presenting a subject that make it comprehensible to others, is a critical element of student academic success. This poster presents findings from a preliminary study of Computer Science Principles teachers that demonstrate a significant correlation between teacher PCK and student content knowledge. The study describes the measures used to assess PCK, operationalizes the mechanisms for measuring teacher pedagogical content knowledge, shares the results from a multi-level modeling analysis, and identifies methodological improvements for follow-up research. The findings from this initial study show correlations of teacher PCK with student content knowledge while accounting for other teacher- and student-level variables across multiple schools.

Reference

[1]
Hubbard, A. K. (2017). Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge. Ph.D Dissertation. Northwestern University.

Cited By

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  • (2020)Promoting intentions to persist in computing: an examination of six years of the EarSketch programComputer Science Education10.1080/08993408.2020.1714313(1-26)Online publication date: 21-Jan-2020

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  1. Exploring the Correlation Between Teacher Pedagogical Content Knowledge and Content Knowledge in Computer Science Classrooms

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      cover image ACM Conferences
      ITiCSE '19: Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education
      July 2019
      583 pages
      ISBN:9781450368957
      DOI:10.1145/3304221
      Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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      Association for Computing Machinery

      New York, NY, United States

      Publication History

      Published: 02 July 2019

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      Author Tags

      1. broadening participation
      2. computer science education
      3. music
      4. pedagogical content knowledge
      5. steam
      6. teacher professional development

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      Cited By

      View all
      • (2020)Promoting intentions to persist in computing: an examination of six years of the EarSketch programComputer Science Education10.1080/08993408.2020.1714313(1-26)Online publication date: 21-Jan-2020

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