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Pears, Arnold Neville, ProfessorORCID iD iconorcid.org/0000-0002-5184-4743
Publications (10 of 13) Show all publications
Pears, A. N. (2019). Developing Computational Thinking, "Fad" or "Fundamental"?. Constructivist Foundations, 14(3), 410-412
Open this publication in new window or tab >>Developing Computational Thinking, "Fad" or "Fundamental"?
2019 (English)In: Constructivist Foundations, ISSN 1782-348X, E-ISSN 1782-348X, ISSN 1782-348X, Vol. 14, no 3, p. 410-412Article in journal, Editorial material (Refereed) Published
Abstract [en]

Publicised by Wing and later expanded on, computational thinking purports to be the foundation of thought for coming generations, an indispensable skill-set that compulsory education must provide. The target article uses small tasks to develop skills relevant to computational science and computing, and explores the student interaction with these tasks. Useful skills may be developed by these students, but the article does not explicitly connect these tasks to computational thinking skills or competencies. This causes the reader to ask the question: are they developing computational thinking, or some other set of computer-related skills? A more fundamental question, and one beyond the scope of the target article, is what are the skills that are ultimately unique for computational thinking?

Place, publisher, year, edition, pages
Alexander Riegler, 2019
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-255567 (URN)000475485900044 ()
Note

QC 20190802

Available from: 2019-08-02 Created: 2019-08-02 Last updated: 2019-09-12
Seery, N., Gumaelius, L. & Pears, A. N. (2019). Multidisciplinary teaching: The emergence of an holistic STEM teacher. In: Proceedings - Frontiers in Education Conference, FIE: . Paper presented at 48th Frontiers in Education Conference, FIE 2018, 3 October 2018 through 6 October 2018. Institute of Electrical and Electronics Engineers Inc.
Open this publication in new window or tab >>Multidisciplinary teaching: The emergence of an holistic STEM teacher
2019 (English)In: Proceedings - Frontiers in Education Conference, FIE, Institute of Electrical and Electronics Engineers Inc. , 2019Conference paper, Published paper (Refereed)
Abstract [en]

This full research paper approaches the teaching of STEM from a new multi-disciplinary perspective. While the importance of the STEM agenda is not in dispute, the plurality in treatment of STEM as individual subjects or disciplinary areas of study potentially limits the evolution of a new conception of STEM education. In this paper, determinist disciplined learning is challenged through the advocacy of a learning science agenda, which we argue from the perspective of modern teacher education.Unintentionally, our educational systems and structures can create a silo-effect, sometimes impeding the development of multi and trans-disciplinary competencies. This paper advances an argument for a conception of teacher education that supports the development of the holistic STEM teacher. Our conception of the holistic STEM educator revolves around central themes focused on building, manipulating and synthesising STEM specific attitudes, skills and knowledge. The proximal and distal effects are also considered in subsequent discussion.This paper does not propose a generalist teacher, as the significance of content knowledge as a critical component of teacher efficacy is not contested. On the contrary, it considers an unbounded and applied perspective to the treatment of STEM with implications for an enhanced comprehension of abstracted knowledge and support for a more robust construction of meaning. The vision of a STEM teacher is articulated with respect to position, treatment and competencies intending to qualify and sustain the STEM agenda through pragmatic action.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers Inc., 2019
Keywords
Intellectual alignment, Professional competencies, STEM, Student learning, Teacher education
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-252226 (URN)10.1109/FIE.2018.8658552 (DOI)2-s2.0-85063460281 (Scopus ID)9781538611739 (ISBN)
Conference
48th Frontiers in Education Conference, FIE 2018, 3 October 2018 through 6 October 2018
Note

QC 20190611

Available from: 2019-06-11 Created: 2019-06-11 Last updated: 2019-06-11Bibliographically approved
Alghamdi, F., Pears, A. N. & Nylén, A. (2018). Computer science teachers perspectives on competencies - A case study in the Kingdom of Saudi Arabia. In: 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia: . Paper presented at 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, St. Petersburg, Russian Federation, 10 October 2018 through 12 October 2018 (pp. 129-140). Springer, 11169
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: 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia, Springer, 2018, Vol. 11169, p. 129-140Conference paper, Published paper (Refereed)
Abstract [en]

The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

Place, publisher, year, edition, pages
Springer, 2018
Series
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), ISSN 0302-9743 ; 11169
Keywords
Computing education, CS teachers, CS teaching competencies, Teaching competency
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-241870 (URN)10.1007/978-3-030-02750-6_10 (DOI)2-s2.0-85059661996 (Scopus ID)9783030027490 (ISBN)
Conference
11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, St. Petersburg, Russian Federation, 10 October 2018 through 12 October 2018
Note

QC 20190125

Available from: 2019-01-25 Created: 2019-01-25 Last updated: 2019-04-16Bibliographically approved
Mannila, L., Nordén, L.-Å. & Pears, A. N. (2018). Digital Competence, Teacher Self-Efficacy and Training Needs. In: Proceedings of the 2018 ACM Conference on International Computing Education Research: . Paper presented at 2018 ACM Conference on International Computing Education Research (pp. 78-85).
Open this publication in new window or tab >>Digital Competence, Teacher Self-Efficacy and Training Needs
2018 (English)In: Proceedings of the 2018 ACM Conference on International Computing Education Research, 2018, p. 78-85Conference paper, Published paper (Refereed)
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-234282 (URN)
Conference
2018 ACM Conference on International Computing Education Research
Note

QC 20180911

Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2018-09-11Bibliographically approved
Frezza, S., Kann, V., Peters, A.-K. -., Pears, A. N., Kapoor, A., Wallace, C., . . . Sabin, M. (2018). Modeling global competencies for computing education. In: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education: . Paper presented at 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, Larnaca, Cyprus, 2 July 2018 through 4 July 2018 (pp. 348-349). Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Modeling global competencies for computing education
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2018 (English)In: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, Association for Computing Machinery (ACM), 2018, p. 348-349Conference paper, Published paper (Refereed)
Abstract [en]

This working group contributes to formulating a framework for modeling competencies in the current and future disciplines that comprise computing education. We draw upon the innovative approach taken in the curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from other computing conferences. The outcomes contribute to the Computing Curricula 2020 (CC2020) project, and include the formulation and review of sets of disciplinary-relevant competencies for use in computing education. This work directly informs the CC2020 project sponsored by the Association for Computing Machinery (ACM) and the IEEE Computer Society.

Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2018
Series
Modeling global competencies for computing education, ISSN 1942-647X
Keywords
CC2005, CC2020, Computing competencies, Computing overview strategies, Curriculum guidelines
National Category
Other Computer and Information Science
Identifiers
urn:nbn:se:kth:diva-234114 (URN)10.1145/3197091.3205844 (DOI)2-s2.0-85052023381 (Scopus ID)9781450357074 (ISBN)
Conference
23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, Larnaca, Cyprus, 2 July 2018 through 4 July 2018
Note

QC 20180903

Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-09-03Bibliographically approved
Frezza, S., Daniels, M., Pears, A. N., Cajander, Å., Kann, V., Kapoor, A., . . . Wallace, C. (2018). Modelling competencies for computing education beyond 2020: A research based approach to defining competencies in the computing disciplines. In: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE: . Paper presented at 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, 2 July 2018 through 4 July 2018 (pp. 148-174). Association for Computing Machinery
Open this publication in new window or tab >>Modelling competencies for computing education beyond 2020: A research based approach to defining competencies in the computing disciplines
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2018 (English)In: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, Association for Computing Machinery , 2018, p. 148-174Conference paper, Published paper (Refereed)
Abstract [en]

How might the content and outcomes of tertiary education programmes be described and analysed in order to understand how they are structured and function? To address this question we develop a framework for modelling graduate competencies linked to tertiary degree programmes in the computing disciplines. While the focus of our work is computing the framework is applicable to education more broadly. The work presented here draws upon the pioneering curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from recent computing conferences. The aim is to inform the ongoing Computing Curricula (CC2020) project, an endeavour supported by the Association for Computing Machinery (ACM) and the IEEE Computer Society. We develop the Competency Learning Framework (CoLeaF), providing an internationally relevant tool for describing competencies. We argue that this competency based approach is well suited for constructing learning environments and assists degree programme architects in dealing with the challenge of developing, describing and including competencies relevant to computer and IT professionals. In this paper we demonstrate how the CoLeaF competency framework can be applied in practice, and though a series of case studies demonstrate its effectiveness and analytical power as a tool for describing and comparing degree programmes in the international higher education landscape.

Place, publisher, year, edition, pages
Association for Computing Machinery, 2018
Keywords
CC2020, Computing competencies, Curriculum guidelines, Professional competencies, Computer aided instruction, Curricula, Education computing, Engineering research, Machinery, Software engineering, Computing disciplines, Engineering Competencies, International higher education, Learning environments, Engineering education
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:kth:diva-247209 (URN)10.1145/3293881.3295782 (DOI)2-s2.0-85061122624 (Scopus ID)9781450362238 (ISBN)
Conference
23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, 2 July 2018 through 4 July 2018
Note

QC 20190415

Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-04-15Bibliographically approved
Impagliazzo, J. & Pears, A. N. (2018). The CC2020 Project - Computing Curricula Guidelines for the 2020s. In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION: . Paper presented at IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education, APR 17-20, 2018, Santa Cruz de Tenerife, SPAIN (pp. 2021-2024). IEEE
Open this publication in new window or tab >>The CC2020 Project - Computing Curricula Guidelines for the 2020s
2018 (English)In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, IEEE , 2018, p. 2021-2024Conference paper, Published paper (Refereed)
Abstract [en]

This paper provides an overview of a worldwide project to chart the future of computing education on a global scale. The Computing Curricular 2020 (CC2020) initiative engages a task force of thirty-six professionals from sixteen countries and six continents in the task of producing resources that map the computing and educational advances that have occurred since the publication of its predecessor, CC2005. The results of the initiative will be futuristic in the sense that it will be a durable portfolio of resources useful to educational institutions, governments, industry, students, and the public on a global scale. This paper summarizes the status and approaches developed by the CC2020 taskforce, a digest of the content anticipated in the resources delivered as well as suggestions for their use.

Place, publisher, year, edition, pages
IEEE, 2018
Series
IEEE Global Engineering Education Conference, ISSN 2165-9567
Keywords
Computing curricula, CC2020, global computing education, curricular guidelines, CC2005
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-231665 (URN)000434866100278 ()2-s2.0-85048072706 (Scopus ID)978-1-5386-2957-4 (ISBN)
Conference
IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education, APR 17-20, 2018, Santa Cruz de Tenerife, SPAIN
Note

QC 20180830

Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2018-08-30Bibliographically approved
Nordén, L.-Å., Mannila, L. & Pears, A. N. (2017). Development of a self-efficacy scale for digital competences in schools. In: 2017 IEEE Frontiers in Education Conference (FIE): . Paper presented at 47th IEEE Frontiers in Education Conference, FIE 2017, Indianapolis, United States, 18 October 2017 through 21 October 2017. Institute of Electrical and Electronics Engineers (IEEE)
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), Institute of Electrical and Electronics Engineers (IEEE), 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
Institute of Electrical and Electronics Engineers (IEEE), 2017
Series
Proceedings - Frontiers in Education Conference, FIE, ISSN 1539-4565 ; 2017
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-234273 (URN)10.1109/FIE.2017.8190673 (DOI)2-s2.0-85043273189 (Scopus ID)9781509059195 (ISBN)
Conference
47th IEEE Frontiers in Education Conference, FIE 2017, Indianapolis, United States, 18 October 2017 through 21 October 2017
Note

QC 20180906

Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2018-09-06Bibliographically approved
Pears, A. N., Daniels, M. & Cajander, Å. (2017). The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom. In: 2017 IEEE Frontiers in Education Conference (FIE): . Paper presented at 47th IEEE Frontiers in Education Conference, FIE 2017, Indianapolis, United States, 18 October 2017 through 21 October 2017. Institute of Electrical and Electronics Engineers (IEEE)
Open this publication in new window or tab >>The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom
2017 (English)In: 2017 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2017Conference paper, Published paper (Refereed)
Abstract [en]

Globalisation of both the workplace and higher education is a fact for many Universities and Industries. For the universities the challenge lies both in identifying the needs and developing pedagogies suitable for preparing their students to become a workforce that can contribute in a global economy. Thus, a central issue is how to provide an appropriate level of background knowledge and skills which contribute to the success of the individual in the workplace, and to the success of their employers. Helping students develop the skills required for success in global software development teams provides a number of unique challenges and opportunities for the designers of engineering degree programmes. A central issue is that students bring with them local cultural norms, different native languages, and rhetorical traditions, which place an additional burden to the already difficult task of working effectively in a student engineering team. The contribution of this paper is the presentation of two learning activities; 1) structured role-play and 2) hypothetical archetypes, used within a method we call the "Archetype Learning Method" (ALM). The activities are geared towards enhancing the students' awareness of the underlying complexities inherent in participating in global software engineering and through that provide scaffolding to the development of teamwork skills. Our method provides students with strategies for engaging more productively in teamwork in a global context, hence contributing to the systematic development of one of the critical professional skills identified in the CHAOS report.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers (IEEE), 2017
Series
Proceedings - Frontiers in Education Conference, FIE, ISSN 1539-4565
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-234275 (URN)10.1109/FIE.2017.8190548 (DOI)2-s2.0-85043259292 (Scopus ID)9781509059195 (ISBN)
Conference
47th IEEE Frontiers in Education Conference, FIE 2017, Indianapolis, United States, 18 October 2017 through 21 October 2017
Note

QC 20180906

Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2018-09-06Bibliographically approved
McDermott, R., Zarb, M., Daniels, M., Nylén, A., Pears, A. N., 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 ASEE/IEEE Frontiers in Education Conference. IEEE conference proceedings
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 :, IEEE conference proceedings, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
IEEE conference proceedings, 2017
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-234272 (URN)10.1109/FIE.2017.8190604 (DOI)2-s2.0-85043272798 (Scopus ID)
Conference
ASEE/IEEE Frontiers in Education Conference
Note

QC 20180911

Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2018-09-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5184-4743

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