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关键词： Computer science teachers   Professional development   Teaching practices   Systematic review   Meta-analysis  

摘要： Background With the growing emphasis on computer science (CS) education in K-12 schools, numerous professional development (PD) programs for in-service CS teachers (CS-PD) have been implemented over the past decades. However, there is a lack of systematic review and meta-analysis to evaluate the effectiveness of these CS-PD programs. To address this gap, this study followed the four PRISMA steps to analyze the focused knowledge, teaching practices, and the effect on teaching competence of CS-PD. A systematic review was first conducted based on the 47 empirical articles included in the synthesis and followed by a meta-analysis of 21 of these articles (137 effect sizes). Results The systematic review (a) identified the 16 sub-themes within CS-related knowledge, (b) summarized three types of teaching practices stressed in CS-PD, and (c) analyzed two levels of methods for evaluating teaching practices. The meta-analysis showed a generally large overall effect size (Hedges' g = 0.623, 95% CI [0.532, 0.714], p < 0.001) for the overall effectiveness of the CS-PD. Conclusions Therefore, these findings inform future endeavors in implementing an effective CS-PD to promote in-service CS teachers' teaching competence, especially in teaching practices.

关键词： Early elementary education   Computer science education   Formative education   Constructionism   Humanistic education   Computational thinking   Literacy and socio-emotional learning   Flourishing  

摘要： In the last decade, there has been an increasing shift to begin teaching computer science and computational thinking in kindergarten. Most of these efforts have grown from the demand of a technically sophisticated workforce. This paper presents three contributions. First, a theoretical contribution by proposing the teaching of computer science as a humanistic endeavor that promotes self-directed learning, critical thinking and relational processes. Second, an empirical contribution by presenting results from a pilot study in which the Coding as Another Language (CAL) curriculum for ScratchJr, designed with a humanistic lens, was taught in kindergarten, first and second grade classrooms across two states in New England. Using conjecture mapping and a mixed method approach, data was collected to study whether participating students could master traditional CS practices, teachers' perceptions of the intervention, and whether and how teachers observed students developing formative practices leading towards a humanistic perspective. Interviews with twenty-eight early elementary teachers regarding practices used in early childhood when teaching coding as a humanistic endeavor, and student learning outcomes regarding computer science skills and computational thinking were analyzed. Four practices emerged as formative towards promoting a humanistic education through the teaching of coding: Critical Thinking, Effective Communication, Personal Responsibility and Social Responsibility. Finally, as a third contribution, the paper presents a model for scaling-up and replicating the design of technology-rich formative experiences in education that can be broadly applied beyond early childhood.

摘要： Incorporating active learning techniques into computer science education can enhance student engagement, critical thinking, and problem-solving skills. Process-Oriented Guided Inquiry Learning (POGIL) (http://***) has proven effective in STEM disciplines by emphasizing team-based, structured activities where students construct knowledge collaboratively[1] [2]. This workshop introduces participants to the core principles of POGIL and demonstrates how its methodologies can be adapted for teaching computer science in high school and undergraduate classrooms[3].

摘要： Creating engaging and effective computer science syllabi is essential for student success, especially given the various backgrounds and responsibilities of today's learners. This lightning talk explores ideas for creating and improving computer science syllabi that are more visual, focused, and accessible.

摘要： We explore the differences between the Bachelor of Arts and Bachelor of Science degrees in Computer Science. Some institutions offer both degree types, often leading to confusion about the differences. There are not consistent definitions for each degree, so we look into different institutions' implementations to understand the landscape of what each degree entails. In this work, we consider liberal arts institutions that offer both degree types and look at the major requirements for each. By comparing these requirements both in detail and in the aggregate, we begin to shed light on the practical differences of obtaining different types of degrees in Computer Science. We find that there is little consistency between programs, but there are interesting differences along several dimensions, such as the number of credits in Mathematics courses and the particular Computer Science courses which different institutions require. This paper contributes to the understanding and ongoing discussion of Computer Science curricula across institution types.

摘要： The number of topics in computer science continues to expand, and with that, students' interests continually shift. Computer science programs try to keep pace with such rapid change, although software development remains at the heart of the discipline. No matter what the goal of a particular programming project happens to be, software engineering is a necessary component. In this panel, we explore several ways to incorporate software engineering into the computer science curriculum at vastly different institutions, as well as varied approaches to how the subject is taught. We hope this is just the beginning of a larger conversation. The panel will provide an opportunity for attendees to share their views and to exchange knowledge during a discussion period following a short presentation by each panelist.

关键词： Codes (symbols)  

摘要： The increasing demand for digital literacy and artificial intelligence (AI) fluency in the workforce has highlighted the need for scalable, efficient programming instruction. This study evaluates the effectiveness of integrating generative AI, specifically OpenAI’s ChatGPT, into a self-paced Python programming module embedded within a sixteen-week professional training course on applied generative AI. A total of 86 adult learners with varying levels of programming experience completed asynchronous Python instruction in Weeks three and four, using ChatGPT to generate, interpret, and debug code. Python proficiency and general coding knowledge was assessed across 30 different assessments during the first 13 weeks of the course through timed, code-based evaluations. A mixed-design ANOVA revealed that learners without prior programming experience scored significantly lower than their peers on early assessments (η2 = .10–.17). However, following the completion of the accelerated Python instruction module, these group differences were no longer statistically significant (η2 © 2025, CC BY.

关键词： Computer science   Machine learning   Scientific community  

摘要： System improves chip designs and tackles unsolved maths problems, but has not been rolled out to researchers outside the company.

关键词： Primary health care   sick leave   sense of coherence   health literacy   quality of life  

摘要： ObjectiveTo evaluate the effect of the LEARN-to-COPE intervention on sick leave, symptoms, and *** and settingCluster-randomized controlled trial including 40 primary care centers (PCCs) in Region V & auml;stra G & ouml;taland, Sweden. Randomization at the PCC level. Effect of the intervention was compared to Care-as-Usual (CAU). Follow-up was conducted using registry sick leave data, validated questionnaires, and patient-reported *** healthcare patients with recurrent or long-term sick leave or health-related unemployment from included PCCs (n = 243).InterventionPatient education was conducted via interactive study groups, which convened for half a day every week over eight consecutive weeks. Implementation was centralized in close collaboration with educational associations. The purpose of the intervention was to strengthen participants' sense of coherence and health literacy, with the aim of enhancing their work ability and *** outcome measuresThe primary outcome measure was change in scheduled activity, derived from data on sick leave (obtained from the Swedish Social Insurance Agency) and participation in work-oriented rehabilitation (self-reported occupational status). Secondary outcomes (symptoms and coping) were measured with validated questionnaires at baseline and follow-ups after 3, 6, and 12 *** participants suffered from anxiety, depression, exhaustion, and pain and had poor health-related quality of life. After 12 months, there was no significant change in scheduled activity, sense of coherence, symptoms, or health-related quality of life, but a statistically significant positive change in health literacy and self-efficacy was found in the intervention *** participants' pronounced burden of symptoms, the focus should be on improving the sick leave process as a whole, rather than seeking quick remedies for patients' complex health issues. Centralized implementation of the inte

关键词： Artificial intelligence   Computer science education   Systematic review   Programming education  

摘要： Given the growing demands in computer science (CS) education and the rapid progress of artificial intelligence (AI) technologies, this article presents a comprehensive review of selected empirical studies on AI in CS education, published from 2003 to 2023. The data for this review were sourced from the Web of Science, ACM Digital Library, IEEE Xplore database, and specialized AI in Education journals. Based on a set of predetermined criteria, 20 eligible studies were critically reviewed using multiple methods, including selected bibliometrics, content analysis, and categorical meta-trends analysis. This review generates an up-to-date synopsis of the current landscape of AI in CS education research. It highlights the specific AI technologies and their applications, assesses their confirmed and potential educational benefits, and establishes the connections between AI technological innovations and their practical implementations in CS education. The article also presents concrete examples and inspirational insights for AI technology experts as well as CS educators, who are at the forefront of incorporating AI advancements into CS education. Furthermore, it engages in extensive discussions regarding practical implications and outlines future research directions from a multitude of perspectives. The progression of AI needs initiatives aimed at addressing diversity, equity, and inclusion (DEI) concerns in CS education. Future research requires collaborative, interdisciplinary, and transdisciplinary efforts on a large scale, with a focus on long-term research and development endeavors.