Learning more about Teaching AI
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By Joe Tise, PhD, Senior Education Researcher, IACE Driving into the heart of Washington, D.C. is a unique experience. Mixed with thousands of business people, sight-seers, and the occasional politician shuffling to and fro, is the sense of optimism for what could be. Every significant social, policy, or and/or economic movement that had national—and often […]
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Constructivism and Sociocultural
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Behaviorism highlighted the influence of the environment, information processing theory essentially ignored it, and social-cognitive theory tried to strike a balance between the two by acknowledging its potential influence. Constructivist (also known as sociocultural) theorists take it a step further. According to constructivist theories (which can either focus more on individual or on societal construction […]
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Social Cognitive Theory
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Presented by Joe Tise, PhD, Educational Psychology & Senior Education Researcher at CSEdResearch.org In light of these two influential (albeit largely opposing) theories of learning, we see that both theories account for unique aspects of learning despite their limitations. Still, neither behaviorist nor information-processing theories account for one prominent form of learning, with which all […]
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Information Processing Theory
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Presented by Joe Tise, PhD, Educational Psychology & Senior Education Researcher at CSEdResearch.org The stark limitations of behaviorist theories of learning gave rise (in part) to cognitive theories of learning, the most prominent of which is information processing theory (IPT) (Atkinson & Shiffrin, 1968). As you will see, IPT is analogous to a computer system […]
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Behaviorism Introduction
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Presented by Joe Tise, PhD, Educational Psychology & Senior Education Researcher at CSEdResearch.org At least surface-level familiarity with Pavlov’s experiments and principles of classical and operant conditioning have become almost ubiquitous among the general public. What many may not know, however, is that classical and operant conditioning are the two primary Behaviorist theories of learning. […]
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Introduction to Learning Theories Series
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Presented by Joe Tise, PhD, Educational Psychology & Senior Education Researcher at CSEdResearch.org If data is a pile of bricks, theory is a building plan. Used together, a house can be built and a valid representation of truth can be uncovered. The traditional view of education research would say data without theory is no more […]
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Reimagining CS Pathways: High School and Beyond
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In the past four years, the proportion of US high schools offering at least one computer science (CS) course increased from one-third to one-half (source), and more growth is expected. Simultaneously, the field of computer science has shifted significantly and we have continued to learn more about what it means to teach computer science with […]
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“But They Just Aren’t Interested in Computer Science” (Part Three)
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Written by: Julie Smith Note: this post is part of a series about the most-cited research studies related to K12 computer science education. It’s discouraging to learn that children as young as age six express the belief that boys are better than girls at programming and at robotics, and girls have less interest in or […]
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“But They Just Aren’t Interested in Computer Science” (Part Two)
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Written by: Julie Smith Note: this post is part of a series about the most-cited research studies related to K12 computer science education. The study’s title says it all: “Gender stereotypes about interests start early and cause gender disparities in computer science and engineering.” It’s worth noting that the careful design of their studies bolsters […]
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Emerging Promising Practices for CS Integration
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Our recently accepted paper, Emerging Practices for Integrating Computer Science into Existing K-5 Subjects in the United States, will be presented at WIPSCE 2023 in Cambridge, England. This particular qualitative work, conducted by Monica McGill, Laycee Thigpen, and Alaina Mabie of CSEdResearch.org, included interviews with researchers and curriculum designers (n=9) who have engaged deeply in […]
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