Impact of Summer Professional Development on K–8 Computer Science Teachers' Computer Science Knowledge and Attitudes

• In Event: Teaching and Learning: Higher Education

Abstract

There is growing interest in extending computer science education into K-8, but currently a lack of trained educators to teach at that level. This paper describes the impact of a professional development (PD) program that focuses on both CS skills/concepts and pedagogy. Results are over two years of summer graduate level computer science and education courses with fifty-eight elementary and middle school teachers. Testing before and after the PD showed significant increases in teacher a) knowledge of CS content, concepts, and computational thinking, b) confidence in teaching CS and their CS skills, and c) attitudes regarding the value of CS. There was no significant effect for teachers’ personal interest in CS.

Authors

• Gwen Nugent, University of Nebraska - Lincoln

• Keting Chen, University of Nebraska - Lincoln

• Leen-Kiat Soh, University of Nebraska - Lincoln