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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).

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