Scholars and instructors have been carrying out a multitude of actions to increase students' interest in computer science during the past years. Still, there is a need for knowledge on how these attempts develop student interest. In this qualitative study, we construct illustrative categories out of students who have attended our K-12 coding club and game programming summer course activities. We found four categories: Inactivity, Lack of self-direction, Experimenting, and Professionalism. We also briefly project this abstraction onto a four-phase model of interest development.
Description
Understanding differences among coding club students
%0 Book Section
%1 LakEtAl14
%A Lakanen, Antti-Jussi
%A Isomöttönen, Ville
%A Lappalainen, Vesa
%B Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education
%C New York, NY
%D 2014
%I ACM
%K k12 myown
%P 159--164
%R 10.1145/2591708.2591716
%T Understanding Differences Among Coding Club Students
%U http://doi.acm.org/10.1145/2591708.2591716
%X Scholars and instructors have been carrying out a multitude of actions to increase students' interest in computer science during the past years. Still, there is a need for knowledge on how these attempts develop student interest. In this qualitative study, we construct illustrative categories out of students who have attended our K-12 coding club and game programming summer course activities. We found four categories: Inactivity, Lack of self-direction, Experimenting, and Professionalism. We also briefly project this abstraction onto a four-phase model of interest development.
%@ 978-1-4503-2833-3
@incollection{LakEtAl14,
abstract = {Scholars and instructors have been carrying out a multitude of actions to increase students' interest in computer science during the past years. Still, there is a need for knowledge on how these attempts develop student interest. In this qualitative study, we construct illustrative categories out of students who have attended our K-12 coding club and game programming summer course activities. We found four categories: Inactivity, Lack of self-direction, Experimenting, and Professionalism. We also briefly project this abstraction onto a four-phase model of interest development.},
acmid = {2591716},
added-at = {2014-08-06T10:55:57.000+0200},
address = {New York, NY},
author = {Lakanen, Antti-Jussi and Isom\"{o}tt\"{o}nen, Ville and Lappalainen, Vesa},
biburl = {https://www.bibsonomy.org/bibtex/2d4d2af00c3049a0fb821b58f69e716a5/wiljami74},
booktitle = {Proceedings of the 2014 Conference on Innovation \& Technology in Computer Science Education},
description = {Understanding differences among coding club students},
doi = {10.1145/2591708.2591716},
interhash = {26b8924128a02821b045e7fa33111d73},
intrahash = {d4d2af00c3049a0fb821b58f69e716a5},
isbn = {978-1-4503-2833-3},
keywords = {k12 myown},
location = {Uppsala, Sweden},
numpages = {6},
pages = {159--164},
publisher = {ACM},
series = {ITiCSE '14},
timestamp = {2016-01-11T11:46:16.000+0100},
title = {Understanding Differences Among Coding Club Students},
url = {http://doi.acm.org/10.1145/2591708.2591716},
year = 2014
}