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Conference Paper: School perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices

TitleSchool perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices
Authors
KeywordsCoding education
quantitative studies
K-12 computer science
computer programming
computational thinking
Issue Date2016
Citation
Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015, 2016, p. 5-10 How to Cite?
Abstract© 2015 IEEE.Teaching students how to code in K-12 classrooms is considered as one of the major keys to promoting engineering education in the future, which can potentially enhance the competency and computational skills of students to adhere better learning outcomes in higher education. The success of promoting coding education or integrating it into school curriculum depends on the perceptions of teachers and headmasters in schools, and how well they believe on coding education and prepare for the innovative teaching and learning. In this exploratory research study, it reports the results of a large-scale quantitative questionnaire surveying 42 primary and secondary schools (n = 42) in Hong Kong, where computer programming has not been regulated as a compulsory course in K-12 curriculum. The questionnaire aims to investigate the school belief on coding education and their practical challenges while integrating it into their regular school curriculum. Our results show that there is a trend in the local schools promoting coding education with positive perceptions on teaching and learning. However, teaching challenges are also mentioned in the survey waiting for solutions, such as lack of teachers training and unified curriculum. Therefore, the empirical experiences of these schools have set forth the future research direction in design and implementation of coding education in K-12 classrooms not only in Hong Kong but also in the globe.
Persistent Identifierhttp://hdl.handle.net/10722/231031

 

DC FieldValueLanguage
dc.contributor.authorWong, Gary K W-
dc.contributor.authorCheung, H. Y.-
dc.contributor.authorChing, Edwin C C-
dc.contributor.authorHuen, John M H-
dc.date.accessioned2016-09-01T06:07:25Z-
dc.date.available2016-09-01T06:07:25Z-
dc.date.issued2016-
dc.identifier.citationProceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015, 2016, p. 5-10-
dc.identifier.urihttp://hdl.handle.net/10722/231031-
dc.description.abstract© 2015 IEEE.Teaching students how to code in K-12 classrooms is considered as one of the major keys to promoting engineering education in the future, which can potentially enhance the competency and computational skills of students to adhere better learning outcomes in higher education. The success of promoting coding education or integrating it into school curriculum depends on the perceptions of teachers and headmasters in schools, and how well they believe on coding education and prepare for the innovative teaching and learning. In this exploratory research study, it reports the results of a large-scale quantitative questionnaire surveying 42 primary and secondary schools (n = 42) in Hong Kong, where computer programming has not been regulated as a compulsory course in K-12 curriculum. The questionnaire aims to investigate the school belief on coding education and their practical challenges while integrating it into their regular school curriculum. Our results show that there is a trend in the local schools promoting coding education with positive perceptions on teaching and learning. However, teaching challenges are also mentioned in the survey waiting for solutions, such as lack of teachers training and unified curriculum. Therefore, the empirical experiences of these schools have set forth the future research direction in design and implementation of coding education in K-12 classrooms not only in Hong Kong but also in the globe.-
dc.languageeng-
dc.relation.ispartofProceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015-
dc.subjectCoding education-
dc.subjectquantitative studies-
dc.subjectK-12 computer science-
dc.subjectcomputer programming-
dc.subjectcomputational thinking-
dc.titleSchool perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices-
dc.typeConference_Paper-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1109/TALE.2015.7386007-
dc.identifier.scopuseid_2-s2.0-84963622912-
dc.identifier.spage5-
dc.identifier.epage10-

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