172: Examining Early Elementary Computer Science Identity Repe... | #CSK8 Podcast with Jared O'Leary
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In this episode I unpack Richard and Kayumova (2022) publication titled βExamining early elementary computer science identity repertoires within a curriculum: Implications for epistemologically pluralistic identities,β which analyzes how a curriculum can implicitly communicate what computer scientists do.
Article
Richard, E., & Kayumova, S. (2022). Examining Early Elementary Computer Science Identity Repertoires within a Curriculum: Implications for Epistemologically Pluralistic Identities. Journal of Computer Science Integration, 5(1): 2, pp. 1β14. DOI: https://doi.org/10.26716/jcsi.2022.12.30.36
Abstract
βAs computer science (CS) enters an increasing number of elementary classrooms, researchers must investigate the representations of what kinds of people are presented as doing computer science within CS curricula. In this paper, we explore a widely used, freely accessible, web-based, early elementary CS curriculum to examine the kinds of identity repertoires (behaviors, actions, skills, and socioemotional norms) that are promoted as representative of being/becoming a CS person. More specifically, we draw on identity studies and employ critical discourse analysis to examine how the kinds of norms and repertoires of CS practice made available in the curricular materials might construct a particular account of experiences as representative of being and enacting identities in computer science, and in doing so, produce certain accounts of who a CS person is. Our analysis shows that the curricular materials may construct an identity of a computer science person as someone who is able to solve a puzzle correctly, persist through challenges, connect to their feelings, and work with peers. While this curriculum promotes skills, norms, and repertoires of CS practice aligned with state standards, our findings suggest that it does not appear to present varied and flexible notions of what it means to engage in or be/become a CS person.β
Author Keywords
Computer science education, elementary education, curriculum studies, STEM, identity development, critical discourse analysis
My One Sentence Summary
This paper analyzes how a curriculum can implicitly communicate what computer scientists do.
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Each episode of the #CSK8 Podcast explores research, experiences, or perspectives on computer science education through interviews with computer science educators, scholars, and administrators, as well as episodes that summarize and unpack implications of research for classroom teachers who are interested in learning more about practical applications of research in their classroom.
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00:00 Intro
02:13 Paper introduction
05:45 Conceptual framework and literature review
06:47 Critical discourse analysis
08:29 Framework and methodology
09:30 Findings
10:03 A CS person is someone who is able to solve a puzzle
12:51 A CS person is someone who persists through
13:22 A CS person is someone who is connected to their
15:31 A CS person is someone who works verbally with peers
18:16 Discussion
20:54 Conclusion
21:38 If researchers were to analyze the discourse you use when teaching, what themes might emerge?
23:10 How might the curriculum developers respond to this article?
26:00 I think a big part of the critique is inherent in the epistemological underpinnings of the curriculum itself
27:09 Closing thoughts
29:17 Outro