Name
Abstract | ||
|---|---|---|
This paper discusses two case studies of students observed in an introductory computer science (CS1) course. Observations reinforce notions of the potential benefits of culturally and personally relevant instruction in the computer science (CS) classroom and call into question the stigmatization of 'nerd' culture within the literature of CS education. As this study is qualitative and exploratory in nature, it does not provide definitive, statistically generalizable findings -- however, it does unearth nuanced and potentially beneficial pathways of investigation for CS educators and researchers that many quantitative methods might miss. Specifically, observations highlight potential benefits of supporting students' perceptions of more diverse CS identities including broader understandings of the \"CS nerd\" identity. |
Year | DOI | Venue |
|---|---|---|
2014 | 10.1145/2538862.2538960 | SIGCSE |
Keywords | Field | DocType |
diverse cs identity,beneficial pathway,introductory computer science,broader understanding,multiple case study,cs education,cs1 class,case study,nerd identity,cs nerd,computer science,potential benefit,cs educator,qualitative | Computer science,Nerd,Perception,Multimedia | Conference |
Citations | PageRank | References |
2 | 0.55 | 11 |
Authors | ||
3 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Don Davis | 1 | 12 | 1.46 |
| Timothy T. Yuen | 2 | 12 | 4.76 |
| Matthew Berland | 3 | 358 | 37.25 |