Teacher self-efficacy (SE) has been observed to be an 'important construct for Computer Science (CS) teachers' professional development because it can predict both teaching behaviors as well as student outcomes" [1]. The purpose of the present study was to investigate teacher CS SE during a two-year federally funded professional development (PD) and curriculum development project for middle school teachers incorporating game-design and the Unity development platform. The research question investigated is: How does teacher self-efficacy for teaching computer science via game design with the Unity game development platform change during a year-long PD program? Investigations of teacher SE for teaching CS have resulted in some surprising results. For example, it has been reported that - There were no differences in self-efficacy based on teachers' overall level of experience, despite previous findings that teacher self-efficacy is related to amount of experience" and "no differences in self-efficacy related to the teachers' own level of experience with CS" [2], thus further study of CS teacher SE is warranted. Participants in this study were six middle school teachers from four middle schools in the southeastern United States. They participated in a year-long PD program learning the Unity game development platform, elements of game design, and foundations of learner motivation. Guided reflective journaling was used to track the teachers' SE during the first year of the project. Teachers completed journal prompts at four intervals. Prompts consisted of questions like "How do you currently feel about your ability to facilitate student learning with Unity?" and "Are you confident that you can implement the materials the way the project team has planned for them to be implemented?" Prior to beginning the project participants expressed confidence in being able to facilitate student learning after participating in the planned professional development, but there was some uneasiness about learning and using Unity. From a SE perspective their responses make sense, as all of the participants are experienced teachers and should have confidence in their general ability to teach. However, since Unity is a new programming environment for all of the teachers, they did not have the prior experience necessary to have a high degree of confidence that they could successfully use it with their students.
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About iLRN 2021
Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems.
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- Award ID(s):
- 1907398
- NSF-PAR ID:
- 10323387
- Date Published:
- Journal Name:
- 2021 7th International Conference of the Immersive Learning Research Network (ILRN)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme‐driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.
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null (Ed.)Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science. We identify 3 key decision points: (1) the extent to which professional learning should focus on general principles or specific practices; (2) the appropriate level(s) for translation of the MDPs into practice; and (3) the creation of opportunities for teacher reflection and self-assessment of their practice on student motivation and engagement.more » « less
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Facility with foundational practices in computer science (CS) is increasingly recognized as critical for the 21st century workforce. Developing this capacity and broadening participation in CS disciplines will require learning experiences that can engage a larger and more diverse student population (Margolis et al., 2008). One promising approach involves including CS concepts and practices in required subjects like science. Yet, research on the scalability of educational innovations consistently demonstrates that their successful uptake in formal classrooms depends on teachers’ perceived alignment of the innovations with their goals and expectations for student learning, as well as with the specific needs of their school context and culture (Blumenfeld et al., 2000; Penuel et al., 2007; Bernstein et al., 2016). Research is nascent, however, about how exactly to achieve this alignment and thereby position integrated instructional models for uptake at scale. To contribute to this understanding, we are developing and studying two units for core middle school science classrooms, known as Coding Science Internships. The units are designed to support broader participation in CS, with a particular emphasis on females, by expanding students’ perception of the nature and value of coding. CS and science learning are integrated through a simulated internship model, in which students, as interns, apply science knowledge and use computer programming as a tool to address real-world problems. In one unit, students gain first-hand experience with sequences, loops, and conditionals as they program and debug an interactive scientific model of a coral reef ecosystem under threat. The second unit engages students in learning concepts related to data analysis and visualization, abstraction, and modularity as they code data visualizations using real EPA air quality data. A core goal for both units is to provide students experience with some of the increasingly prevalent ways that computer science is integrated into the work of scientists.more » « less
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The demand is growing for a populace that is AI literate; such literacy centers on enabling individuals to evaluate, collaborate with, and effectively use AI. Because the middle school years are a critical time for developing youths’ perceptions and dispositions toward STEM, creating engaging AI learning experiences for middle grades students (ages 11 to 14) is paramount. The need for providing enhanced access to AI learning opportunities is especially pronounced in rural areas, which are typically underserved and underresourced. Inspired by prior research that game design holds significant potential for cultivating student interest and knowledge in computer science, we are designing, developing, and iteratively refining an AI-centered game development environment that infuses AI learning into game design activities. In this work, we review design principles for game design interventions focused on middle grades computer science education and explore how to introduce AI learning experiences into interactive game-design activities. We also discuss results from our initial co-design sessions with middle grades students and teachers in rural communities.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.23919/iLRN52045.2021.9459323
