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Lookup NU author(s): Megan Venn-Wycherley,
Dr Ahmed Kharrufa
This is the authors' accepted manuscript of a conference proceedings (inc. abstract) that has been published in its final definitive form by Association for Computing Machinery, 2020.
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Following the decline of pupil engagement in compulsory computing education (K-12) in the UK, advocates have called for further research into computing-specific pedagogies. Aiming for an improvement in pupil engagement, the subsequent report explores the viability of the applied Design Studio approach in K-12 computing education. We report on two case studies involving two 12-week curricula co-developed and delivered between researchers and teachers for four Year 8 classes in a secondary school in England. Common to both case studies were the design brief, desk crit, design review, presentation and portfolio elements proposed by Koutsabasis et al, with the key difference being a change in scope and structure of the challenge presented to pupils. Our findings demonstrate the need for a well-structured, personalizable and challenge-driven Design Studio approach, which showed evidence of improved pupil resilience and confidence, while engaging reluctant pupils. We conclude with a proposed model for applying Design Studios in K-12 computing education, to support educators aiming to adopt project-driven computing pedagogy in the classroom.
Author(s): Venn-Wycherley M, Bennett C, Kharrufa A
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: 51st ACM Technical Symposium on Computer Science
Year of Conference: 2020
Online publication date: 26/02/2020
Acceptance date: 03/10/2019
Date deposited: 04/05/2020
Publisher: Association for Computing Machinery
Library holdings: Search Newcastle University Library for this item
Series Title: SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science