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Pears, Arnold
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Publications (10 of 75) Show all publications
Alghamdi, F., Nylén, A. & Pears, A. (2018). Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia. In: : . Paper presented at The 48th Annual Frontiers in Education (FIE), San Jose, CA, USA, October 3-6, 2018. IEEE
Open this publication in new window or tab >>Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia
2018 (English)Conference paper, Published paper (Other (popular science, discussion, etc.))
Abstract [en]

This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.

Place, publisher, year, edition, pages
IEEE, 2018
National Category
Computer Sciences
Identifiers
urn:nbn:se:uu:diva-362867 (URN)978-1-5386-1174-6 (ISBN)
Conference
The 48th Annual Frontiers in Education (FIE), San Jose, CA, USA, October 3-6, 2018
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2018-10-12Bibliographically approved
Alghamdi, F., Pears, A. & Nylén, A. (2018). Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia. In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering: . Paper presented at ISSEP 2018, October 10–12, Saint Petersburg, Russia (pp. 129-140). Springer
Open this publication in new window or tab >>Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia
2018 (English)In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering, Springer, 2018, p. 129-140Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Springer, 2018
Series
Lecture Notes in Computer Science ; 11169
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-363118 (URN)10.1007/978-3-030-02750-6_10 (DOI)978-3-030-02749-0 (ISBN)
Conference
ISSEP 2018, October 10–12, Saint Petersburg, Russia
Available from: 2018-10-11 Created: 2018-10-12 Last updated: 2018-11-12Bibliographically approved
Frezza, S., Pears, A., Daniels, M., Kann, V., Kapoor, A., McDermott, R., . . . Cajander, Å. (2018). Modeling global competencies for computing education. In: Proc. 23rd Conference on Innovation and Technology in Computer Science Education: . Paper presented at ITiCSE 2018, July 2–4, Larnaca, Cyprus (pp. 348-349). New York: ACM Press
Open this publication in new window or tab >>Modeling global competencies for computing education
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2018 (English)In: Proc. 23rd Conference on Innovation and Technology in Computer Science Education, New York: ACM Press, 2018, p. 348-349Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
New York: ACM Press, 2018
National Category
Computer Sciences Educational Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-354991 (URN)10.1145/3197091.3205844 (DOI)978-1-4503-5707-4 (ISBN)
Conference
ITiCSE 2018, July 2–4, Larnaca, Cyprus
Available from: 2018-07-02 Created: 2018-06-25 Last updated: 2018-12-18Bibliographically approved
Nylén, A., Daniels, M., Pears, A., Cajander, Å., McDermott, R. & Isomöttönen, V. (2018). Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development. In: Proc. 48th Frontiers in Education Conference: . Paper presented at FIE 2018, October 3–6, San Jose, CA.
Open this publication in new window or tab >>Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development
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2018 (English)In: Proc. 48th Frontiers in Education Conference, 2018Conference paper, Published paper (Refereed)
National Category
Educational Sciences Computer and Information Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-365093 (URN)
Conference
FIE 2018, October 3–6, San Jose, CA
Available from: 2018-11-09 Created: 2018-11-09 Last updated: 2018-11-12
Nordén, L.-Å., Mannila, L. & Pears, A. (2017). Development of a self-efficacy scale for digital competences in schools. In: 2017 IEEE Frontiers in Education Conference (FIE): Proc. 47th ASEE/IEEE Frontiers in Education Conference. Paper presented at IEEE Frontiers in Education Conference (FIE), 18-21 Oct. 2017, Indianapolis, IN, USA. IEEE Press
Open this publication in new window or tab >>Development of a self-efficacy scale for digital competences in schools
2017 (English)In: 2017 IEEE Frontiers in Education Conference (FIE): Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, 2017Conference paper, Published paper (Refereed)
Abstract [en]

As computer science enters the school curricula in an increasing number of countries, teachers must prepare to integrate digital competences into their teaching. This integration is a moving target where new methods, tools and applications appear and disappear at such rates that teachers must have confidence to independently and continuously explore what is new, what is relevant and how to plan their pedagogic activities to include digital competences. In this context approaches which can be used to study self-efficacy in digital competences among school teachers are desperately needed. With such a tool in place, we can make a baseline study and then follow teachers over time to measure changes in their self-efficacy, the cause of these changes and learn how to build their digital competence self-efficacy in different ways. The same tool can also be used to measure the self-efficacy in other populations, e.g., students in teacher training programs to ensure that they obtain an adequate self-efficacy in digital competences during their studies. This paper describes the development of a self-efficacy scale in digital competences, based on the DigiComp 2.0 framework definition of digital competence. The tool focuses predominantly on digital competences relevant for teachers in school years K-9.

Place, publisher, year, edition, pages
IEEE Press, 2017
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-337184 (URN)10.1109/FIE.2017.8190673 (DOI)000426974900240 ()978-1-5090-5920-1 (ISBN)
Conference
IEEE Frontiers in Education Conference (FIE), 18-21 Oct. 2017, Indianapolis, IN, USA
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2018-08-09Bibliographically approved
Pears, A., Daniels, M. & Cajander, Å. (2017). The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom
2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-337019 (URN)10.1109/FIE.2017.8190548 (DOI)000426974900117 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-12-19 Last updated: 2018-11-12Bibliographically approved
McDermott, R., Zarb, M., Daniels, M., Nylén, A., Pears, A., Isomöttönen, V. & Caspersen, M. (2017). The authenticity of 'authentic' assessment: Some faculty perceptions. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>The authenticity of 'authentic' assessment: Some faculty perceptions
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2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Educational Sciences Computer and Information Sciences
Identifiers
urn:nbn:se:uu:diva-333186 (URN)10.1109/FIE.2017.8190604 (DOI)000426974900171 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-11-08 Last updated: 2018-11-12Bibliographically approved
Cajander, Å., Daniels, M., Golay, D., Moll, J., Nylén, A., Pears, A., . . . McDermott, R. (2017). Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident
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2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-337016 (URN)10.1109/FIE.2017.8190466 (DOI)000426974900036 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-12-19 Last updated: 2018-11-10Bibliographically approved
Nylén, A., Cajander, Å., Daniels, M., Pears, A. & McDermott, R. (2017). Why are we here?: Student perspectives on the goal of STEM higher education. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>Why are we here?: Student perspectives on the goal of STEM higher education
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2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-333183 (URN)10.1109/FIE.2017.8190639 (DOI)000426974900206 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-11-08 Last updated: 2018-11-12Bibliographically approved
Pears, A., Nylén, A. & Daniels, M. (2016). A critical analysis of trends in student-centric engineering education and their implications for learning. In: Proc. 46th ASEE/IEEE Frontiers in Education Conference: . Paper presented at IEEE Frontiers in Education Conference (FIE) 2016, October 12–15, Erie, PA. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>A critical analysis of trends in student-centric engineering education and their implications for learning
2016 (English)In: Proc. 46th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2016Conference paper, Published paper (Refereed)
Abstract [en]

Student-centric education has emerged as a dominant aspect of Higher Education policy over the last two decades. Much has been written about the benefits of student active educational approaches, and applied educational research, for instance the meta-study of Hattie, places emphasis on student-centric learning practices that enhance achieved learning outcomes.

Most existing studies have been evaluations of single courses. In contrast this study focusses on the complete study context of the learner, who typically is in the situation of reading two or three courses simultaneously.

Our primary goal in this paper is to explore potential challenges as we attempt to scale up active learning to encompass the full curricula. We use a mixture of interview and survey data collected from staff, combined with course schedules and student input to explore some of the potential implications of mandating a student-centric approach over an entire curriculum.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2016
Series
Frontiers in Education Conference
National Category
Computer Sciences Educational Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-304292 (URN)10.1109/FIE.2016.7757715 (DOI)000392331500363 ()978-1-5090-1790-4 (ISBN)
Conference
IEEE Frontiers in Education Conference (FIE) 2016, October 12–15, Erie, PA
Available from: 2016-12-01 Created: 2016-10-03 Last updated: 2018-01-14Bibliographically approved
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