skip to main content


This content will become publicly available on March 14, 2025

Title: Discovering Computer Science: A High School CS Course Co-developed by College & High School Teachers
Award ID(s):
1923378
NSF-PAR ID:
10513720
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
ACM
Date Published:
Journal Name:
Proceedings of the 55th ACM Technical Symposium on Computer Science Education
ISBN:
9798400704246
Page Range / eLocation ID:
1855 to 1856
Format(s):
Medium: X
Location:
Portland OR USA
Sponsoring Org:
National Science Foundation
More Like this
  1. Traditionally, computer science (CS) in the United States has been an elective subject at the high school level. In recent years, however, some school systems have created a CS graduation requirement. Designing a required CS course that meets the needs of anticipated future advancements in the field necessitates exploring the research question, To better understand what these different groups perceive to be the essential content of a foundational high school CS course, we conducted a series of focus groups. These focus groups explored participants' (n = 21) thinking about what content would be most important to prioritize in a required high school CS course. Transcripts of the focus groups were abductively coded and then analyzed to determine what CS content priorities were identified and what disagreements about priorities exist. We found that participants (1) emphasized CS knowledge and skills, with minimal reference to dispositions, (2) prioritized content similar to that found in current CS standards, (3) developed broad, high-level descriptions of content, (4) identified contextually relevant factors, (5) foregrounded AI both a tool and as a subdomain of CS, and (6) emphasized computational thinking. These findings can inform further research on the design and implementation of a required high school CS course designed to meet the needs of the future as well as to support revisions of CS standards for high school students. 
    more » « less
  2. Offering engineering classes to high school students can empower them to create change in their local communities and encourage them to pursue careers in the field. 
    more » « less
  3. null (Ed.)
    Stakeholders of engineering education have recognized the need for engineering instruction in K‐12 classrooms, especially at the high school level. However, lack of engineering-specific standards and varied conceptions of engineering teaching create challenges for high school teachers to teach engineering courses. This paper explores high school teachers’ conceptions of engineering teaching in the context of an engineering education professional development (PD) workshop. We use Social Cognitive Career Theory (SCCT) to examine participants’ conceptions during two focus groups conducted as part of the PD; particularly focusing on teachers’ goals, interests, challenges, and expected outcomes of teaching a high school level engineering course. Results highlight the need for social support for teachers to sustain engineering teaching. 
    more » « less