Preparing teachers for the classrooms of the future through research and design.
Proceedings of the 14th International Conference of the Learning Sciences (ICLS)
June 19-23, 2020
Cognitive Dissonance and Equity: Designing Digital Simulations for K-12 Computer Science Teacher Education
Laura Larke, Garron Hillaire, Hao Chen, Ritam Dutt, Carolyn Rosé, Justin Reich
Abstract
This research explores the use of digital simulations that evoke cognitive dissonance in preservice computer science (CS) teachers with an aim to improve equitable participation and success in CS education. Twelve teacher educator fellows participated in a co-design workshop to build digital simulations of challenging equity scenarios for use in their teacher education programs. We report on the results of the design and use of these scenarios in the training of preservice K-12 CS teachers.
Citations
Larke, L., Hillaire, G., Chen, H., Dutt, R., Rosé, C., & Reich, J. (2020, June 19–23). Cognitive dissonance and equity: Designing digital simulations for K-12 computer science teacher education. In M. Gresalfi & I. S. Horn (Eds.), Proceedings of the 14th International Conference of the Learning Sciences (ICLS) (pp. 2405-2406). Online: International Society of the Learning Sciences (ISLS).
Links to Research
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