"When I started, I wasn't really interested in such things" – Catching and Holding an Interest in Computer Science and Technology
353
119
Abstract
Satellite laboratories, designed to ignite interest in technical and computer science topics, employ cross-age peer tutoring and physical computing platforms. Catering to students from 5th grade onwards, these laboratories are led by tutors from 9th grade onwards. Employing a design-based research approach, the project aims to comprehensively understand teaching and learning dynamics and address well-founded problems. This study investigates the impact of satellite laboratories on (situational) interest and subsequent course choices, recognizing the decline in STEM interest as students age, particularly in computer science. To combat this trend, early stimulation of STEM interest is deemed crucial. Thirteen students were interviewed, revealing that many already held STEM interests before participating. The data, analyzed through structured content analysis, demonstrates alignment with the four-phase model of interest genesis, highlighting situational epistemic and emotional interest. Students view satellite laboratories as valuable introductions influencing future course selections. This research underscores the significance of initiatives fostering early STEM interest to sustain engagement and combat declining interest in computer science.
Keywords
Content analysis, Cross Age Peer Tutoring, Physical Computing
Full Text:
PDFReferences
Tillmann, J. & Wegner, C. (2024). "When I started, I wasn't really interested in such things" – Catching and holding an interest in computer science and technology. International Journal of Research in Education and Science (IJRES), 10(3), 524-542. https://doi.org/10.46328/ijres.3406
DOI: https://doi.org/10.46328/ijres.3406
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 International Journal of Research in Education and Science
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Abstracting/Indexing
International Journal of Research in Education and Science (IJRES)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
ISSN: 2148-9955 (Online)