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The subjective nature of curriculum innovation: The case of computer science students in upper secondary education in Ireland
Date
Abstract
Background and Context: A subject’s curriculum is defined by more than just its content, as the way it is taught and assessed also constitutes what a curriculum is. Computer Science was introduced in upper secondary level curriculum in Ireland in 2018. Objective: Exploring students’ experiences can help understand the uptake, engagement and the teaching and learning experiences related to Computer Science. Method: This research employed a qualitative approach which consisted of one-to-one semi-structured interviews, and other data collection methods that helped gain a deeper understanding of students’ experiences. Findings: Students had positive experiences of the curriculum, its teaching and learning approach and the peer learning. A perceived curriculum incoherence was reported in relation to the assessment and applied learning tasks. A demarcation of practical and theory content was reported. Implications: The study highlights the importance of the wider context in the implementation and enactment of a new subject that challenges prevailing pedagogical and assessment practices.
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Description
Publisher
Routledge Taylor & Francis
Citation
Computer Science Education, pp.1–29
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Funding Information
European Regional Development Fund through the Southern & Eastern Regional Operational Programme to Lero - the Science Foundation Ireland Research Centre for Software (www.lero.ie).