Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education

The purpose of this exploratory study was to investigate early childhood preservice teachers’ perceptions of computer science and gender stereotypes in computer science, and perceptions of coding in early childhood education. Quantitative and qualitative data were collected from early childhood pres...

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Detalles Bibliográficos
Autores principales: Ari, Fatih, Arslan-Ari, Ismahan, Vasconcelos, Lucas
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9033413/
https://www.ncbi.nlm.nih.gov/pubmed/35499061
http://dx.doi.org/10.1007/s11528-022-00725-w
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author Ari, Fatih
Arslan-Ari, Ismahan
Vasconcelos, Lucas
author_facet Ari, Fatih
Arslan-Ari, Ismahan
Vasconcelos, Lucas
author_sort Ari, Fatih
collection PubMed
description The purpose of this exploratory study was to investigate early childhood preservice teachers’ perceptions of computer science and gender stereotypes in computer science, and perceptions of coding in early childhood education. Quantitative and qualitative data were collected from early childhood preservice teachers enrolled in a teaching methods course at a large southeastern university in the U.S. Findings showed that participants had misconceptions about what CS is and what computer scientists do. They were also neutral about coding and its integration in early childhood education. Both qualitative and quantitative data supported that the participants did not hold gender stereotypes in CS.
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spelling pubmed-90334132022-04-25 Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education Ari, Fatih Arslan-Ari, Ismahan Vasconcelos, Lucas TechTrends Original Paper The purpose of this exploratory study was to investigate early childhood preservice teachers’ perceptions of computer science and gender stereotypes in computer science, and perceptions of coding in early childhood education. Quantitative and qualitative data were collected from early childhood preservice teachers enrolled in a teaching methods course at a large southeastern university in the U.S. Findings showed that participants had misconceptions about what CS is and what computer scientists do. They were also neutral about coding and its integration in early childhood education. Both qualitative and quantitative data supported that the participants did not hold gender stereotypes in CS. Springer US 2022-04-23 2022 /pmc/articles/PMC9033413/ /pubmed/35499061 http://dx.doi.org/10.1007/s11528-022-00725-w Text en © Association for Educational Communications & Technology 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Ari, Fatih
Arslan-Ari, Ismahan
Vasconcelos, Lucas
Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
title Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
title_full Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
title_fullStr Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
title_full_unstemmed Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
title_short Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
title_sort early childhood preservice teachers’ perceptions of computer science, gender stereotypes, and coding in early childhood education
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9033413/
https://www.ncbi.nlm.nih.gov/pubmed/35499061
http://dx.doi.org/10.1007/s11528-022-00725-w
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