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 in many ways to […]
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Introduction to Behaviorism
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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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Announcing New Collaboration with CSTA: 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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Engineering PLUS Program + Webinars
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The last few years have seen significant changes in the higher education landscape, including new legislation in many states that affects diversity, equity, and inclusion efforts as well as the Supreme Court’s recent decision related to affirmative action. These changes have left many in higher education wondering how to craft policies and programs that will […]
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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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Conducting High-quality Education Research in Computing that is Designed to Support CS for All
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Join us on Wednesday, March 20th, 2024, from 1-5pm PST, in Portland, Oregon, United States (the day before ACM SIGCSE) for a workshop on conducting high-quality, equity-enabling education research in computing!!! Register using this form. This event will be for computer science education researchers who want to learn more about: Characteristics of high-quality education research, […]
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“But They Just Aren’t Interested in Computer Science” (Part One)
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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. When discussions about the lack of women in tech occur, it is sometimes observed that the disparities exist because girls just aren’t as interested in studying computer science in school and women […]
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