English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Early exposure to Computer Science (CS) for all is critical to broadenparticipation and promote equity in the field. But how does introducting CSinto primary school curricula impact learning, perception, and gaps betweengroups of students? We investigate a CS-curricular reform and teacherProfessional Development (PD) program from an equity standpoint by applyinghierarchical regression and structural equation modelling on student learningand perception data from three studies with respectively 1384, 2433 & 1644grade 3-6 students (ages 7-11) and their 83, 142 & 95 teachers. Regardinglearning, exposure to CS instruction appears to contribute to closing theperformance gap between low-achieving and high-achieving students, as well aspre-existing gender gaps. Despite a lack of direct influence of what was taughton student learning, there is no impact of teachers' demographics or motivationon student learning, with teachers' perception of the CS-PD positivelyinfluencing learning. Regarding perception, students perceive CS and itsteaching tools (robotics, tablets) positively, and even more so when theyperceive a role model close to them as doing CS. Nonetheless gender differencesexist all around with boys perceiving CS more positively than girls despiteaccess to CS education. However, access to CS-education affects boys and girlsdifferently: larger gender gaps are closing (namely those related to robotics),while smaller gaps are increasing (namely those related to CS and tablets). Toconclude, our findings highlight how a CS curricular reform impacts learning,perception, and equity and supports the importance of i) early introductions toCS for all, ii) preparing teachers to teach CS all the while removing theinfluence of teacher demographics and motivation on student outcomes, and iii)having developmentally appropriate activities that signal to all groups ofstudents.

How are Primary School Computer Science Curricular Reforms Contributing  to Equity? Impact on Student Learning, Perception of the Discipline, and  Gender Gaps