Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6583
Title: Cognitive Dissonance and Equity: Designing Digital Simulations for K-12 Computer Science Teacher Education
Authors: Larke, Laura
Hillaire, Garron
Chen, Hao
Dutt, Ritam
Rosé, Carolyn Penstein
Reich, Justin
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Larke, L., Hillaire, G., Chen, H., Dutt, R., Rosé, C. P., & Reich, J. (2020). Cognitive Dissonance and Equity: Designing Digital Simulations for K-12 Computer Science Teacher Education. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2405-2406). Nashville, Tennessee: International Society of the Learning Sciences.
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.
URI: https://doi.dx.org/10.22318/icls2020.2405
https://repository.isls.org//handle/1/6583
Appears in Collections:ICLS 2020

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