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Helping Social Studies Teachers to Design Learning Experiences Around Data: Participatory Design for New Teacher-Centric Programming Languages

Authors:

Bahare Naimipour,

Mark Guzdial,

Tamara ShreinerAuthors Info & Claims

ICER '19: Proceedings of the 2019 ACM Conference on International Computing Education Research

Page 313

https://doi.org/10.1145/3291279.3341211

Published: 30 July 2019 Publication History

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Abstract

Social studies educators often use stories to convey historical changes over time. Data visualizations are powerful tools that can help illustrate and investigate these stories and the questions surrounding them. The ability to analyze, interpret, evaluate, and use data and data visualizations - known as data literacy - has become an increasingly important component of K-12 social studies education in recent years. In an effort to improve data literacy, teachers see a role for computer science in social studies education.

In Spring 2019, we conducted a pilot participatory design session with 18 social studies pre-service educators with little to no programming experience. This was a unique session where we asked pre-service teachers taking a course on data literacy to inform the design of programming languages, specifically for social studies education. We structured our session as participatory design [1], a novel method in computing education research, where teachers evaluated two programming experiences and then told us what they would like in future programming languages and experiences. The Minimal Manual [2] was used as a guide in the design of the programming activity sheets.

Survey results showed teachers initially did not believe programming would be useful, but afterwards their opinions changed and they even showed eagerness to learn and do more with programming for their purposes. The characteristics that the teachers most valued were features of the programming environment, rather than the language syntax or semantics. For their students, they preferred a programming language that would be useful in other classes as well as in social studies. We are currently using conjecture maps [3] to process and analyze the data from our participatory design session. Conjecture maps are meant to specify theoretically salient features in the learning environment design by mapping out how they are predicted to work to produce desired outcomes. It has enabled us to see where and how we can improve future participatory design sessions.

References

[1]

Michelle Hoda Wilkerson. 2017. Teachers, students, and after-school professionals as designers of digital tools for learning. In B. DiSalvo, J. Yip, E. Bonsignore, & C. DiSalvo (Eds.), Participatory design for learning: Perspectives from research and practice. Routledge, New York, NY, USA.

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[2]

John M. Carroll, Penny L. Smith-Kerker, James R. Ford, and Sandra A. Mazur-Rimetz. 1987. The minimal manual. Human-Computer Interaction. 3, 2 (June 1987), 123--153.

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[3]

William Sandoval. Conjecture mapping: An approach to systematic educational design research. Journal of the learning sciences 23, 1 (January 2014), 18--36.

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Cited By

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Limke ALytle NLin MMahmoud SHill MCateté VBarnes T(2023)Empowering Students as Leaders of Co-Design for Block-Based ProgrammingExtended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544549.3585775(1-7)Online publication date: 19-Apr-2023
https://dl.acm.org/doi/10.1145/3544549.3585775
Limke ALytle NMahmoud SLin MHill MCateté VBarnes T(2023)Participatory Design with Teachers for Block-Based Learning with SnapClass2023 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)10.1109/VL-HCC57772.2023.00028(173-178)Online publication date: 3-Oct-2023
https://doi.org/10.1109/VL-HCC57772.2023.00028
Shreiner TGuzdial M(2022)The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studiesBritish Journal of Educational Technology10.1111/bjet.1325553:5(1134-1158)Online publication date: 9-Jul-2022
https://doi.org/10.1111/bjet.13255
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Index Terms

Helping Social Studies Teachers to Design Learning Experiences Around Data: Participatory Design for New Teacher-Centric Programming Languages
1. Applied computing
  1. Education
2. Human-centered computing
  1. Human computer interaction (HCI)

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Published In

ICER '19: Proceedings of the 2019 ACM Conference on International Computing Education Research

July 2019

375 pages

ISBN:9781450361859

DOI:10.1145/3291279

General Chairs:
Robert McCartney
University of Connecticut, USA
,
Andrew Petersen
University of Toronto Mississauga, Canada
,
Anthony Robins
University of Otago, New Zealand
,
Adon Moskal
Otago Polytechnic, New Zealand
,
Program Chairs:
Robert McCartney
University of Connecticut, USA
,
Anthony Robins
University of Otago, New Zealand

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

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Published: 30 July 2019

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ICER '19: International Computing Education Research Conference

August 12 - 14, 2019

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ICER '19 Paper Acceptance Rate 28 of 137 submissions, 20%;

Overall Acceptance Rate 189 of 803 submissions, 24%

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View all

Limke ALytle NLin MMahmoud SHill MCateté VBarnes T(2023)Empowering Students as Leaders of Co-Design for Block-Based ProgrammingExtended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544549.3585775(1-7)Online publication date: 19-Apr-2023
https://dl.acm.org/doi/10.1145/3544549.3585775
Limke ALytle NMahmoud SLin MHill MCateté VBarnes T(2023)Participatory Design with Teachers for Block-Based Learning with SnapClass2023 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)10.1109/VL-HCC57772.2023.00028(173-178)Online publication date: 3-Oct-2023
https://doi.org/10.1109/VL-HCC57772.2023.00028
Shreiner TGuzdial M(2022)The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studiesBritish Journal of Educational Technology10.1111/bjet.1325553:5(1134-1158)Online publication date: 9-Jul-2022
https://doi.org/10.1111/bjet.13255
Lockwood E(2022)Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial ThinkingCognition and Instruction10.1080/07370008.2021.202079340:3(413-455)Online publication date: 5-Jan-2022
https://doi.org/10.1080/07370008.2021.2020793
Guzdial M(2021)Reaching Everyone by Integrating Computing EverywhereProceedings of the 10th Computer Science Education Research Conference10.1145/3507923.3507925(3-4)Online publication date: 22-Nov-2021
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Guzdial MLunt BHansen DMorrey P(2021)Getting Everyone the IT Education They NeedProceedings of the 22nd Annual Conference on Information Technology Education10.1145/3450329.3476874(77-78)Online publication date: 6-Oct-2021
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Payne WBergner YWest MCharp CShapiro RSzafir DTaylor EDesPortes KKitamura YQuigley AIsbister KIgarashi TBjørn PDrucker S(2021)danceON: Culturally Responsive Creative ComputingProceedings of the 2021 CHI Conference on Human Factors in Computing Systems10.1145/3411764.3445149(1-16)Online publication date: 6-May-2021
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Guzdial MNaimipour BIhantola PFalkner N(2019)Task-Specific Programming Languages for Promoting Computing IntegrationProceedings of the 19th Koli Calling International Conference on Computing Education Research10.1145/3364510.3364532(1-5)Online publication date: 21-Nov-2019
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