Designing Think-Aloud Interviews to Elicit Evidence of Computer Science Pedagogical Content Knowledge

• In Event: Learning, Instruction, and Motivation in Computer Science Education

Abstract

In recent years, several organizations in the U.S. have initiated ambitious programs to drastically increase computer science (CS) course offerings in K-12 schools, requiring the development of a massive workforce versed in both CS content and pedagogy. In-service teachers trained in other disciplines are often assigned to CS classes due to a dearth of certified practitioners, creating a group of educators with varying backgrounds and professional development needs. Our work focuses on understanding what experiences best support in-service teachers to develop the pedagogical content knowledge (PCK) needed for effective CS instruction. As part of our early stage research, we report on our efforts to create think-aloud interviews that elicit evidence of teachers’ CS PCK.

Authors

• Aleata Hubbard, WestEd

• Yvonne Kao, WestEd

• Danielle Bairrington Brown, Texas A&M University