From Servers to Satellites: Understanding Internet Principles among New Computer Science Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F25%3A00603807" target="_blank" >RIV/68081740:_____/25:00603807 - isvavai.cz</a>

Výsledek na webu

<a href="https://dl.acm.org/doi/abs/10.1145/3709150" target="_blank" >https://dl.acm.org/doi/abs/10.1145/3709150</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1145/3709150" target="_blank" >10.1145/3709150</a>

Jazyk výsledku

angličtina

Název v původním jazyce

From Servers to Satellites: Understanding Internet Principles among New Computer Science Teachers

Popis výsledku v původním jazyce

Objectives Limited research exists on how new computer science (CS) teachers understand fundamental internet principles. This knowledge gap hinders the development of effective upskilling courses, especially as new CS curricula are being introduced worldwide. This study investigates new CS teachers’ conceptions of fundamental internet principles, compares them with children’s understanding, and examines the relationship between teachers’ internet knowledge and their knowledge of basic digital trace topics. Study Methods A convergent mixed-methods approach was used, involving semi-structured interviews and drawing tasks with 50 new CS teachers. Data from a separate sample of 165 children (Grades 4, 6, 8) was included for comparison. A thematic analysis and frequency analysis of interview transcripts were conducted. Findings Most new CS teachers recognized the internet as a global network but had varied and often unstable conceptions about data storage and transfer. Compared to children, teachers demonstrated a more advanced understanding but still exhibited substantial knowledge gaps. There was no significant correlation between understanding internet principles and basic digital trace topics, though a moderate relationship was found regarding news feed personalization. Conclusions The study highlights the need for targeted interventions to improve new CS teachers’ understanding of internet principles, especially the invisible aspects, such as data storage and transfer mechanisms. By providing new data on a rarely studied group, this study contributes to both CS education and broader fields like developmental psychology and conceptual change, offering insights into the developmental trajectories of internet comprehension and the integration of everyday and scientific knowledge.

Název v anglickém jazyce

From Servers to Satellites: Understanding Internet Principles among New Computer Science Teachers

Popis výsledku anglicky

Objectives Limited research exists on how new computer science (CS) teachers understand fundamental internet principles. This knowledge gap hinders the development of effective upskilling courses, especially as new CS curricula are being introduced worldwide. This study investigates new CS teachers’ conceptions of fundamental internet principles, compares them with children’s understanding, and examines the relationship between teachers’ internet knowledge and their knowledge of basic digital trace topics. Study Methods A convergent mixed-methods approach was used, involving semi-structured interviews and drawing tasks with 50 new CS teachers. Data from a separate sample of 165 children (Grades 4, 6, 8) was included for comparison. A thematic analysis and frequency analysis of interview transcripts were conducted. Findings Most new CS teachers recognized the internet as a global network but had varied and often unstable conceptions about data storage and transfer. Compared to children, teachers demonstrated a more advanced understanding but still exhibited substantial knowledge gaps. There was no significant correlation between understanding internet principles and basic digital trace topics, though a moderate relationship was found regarding news feed personalization. Conclusions The study highlights the need for targeted interventions to improve new CS teachers’ understanding of internet principles, especially the invisible aspects, such as data storage and transfer mechanisms. By providing new data on a rarely studied group, this study contributes to both CS education and broader fields like developmental psychology and conceptual change, offering insights into the developmental trajectories of internet comprehension and the integration of everyday and scientific knowledge.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

ACM Transactions on Computing Education

ISSN

1946-6226

e-ISSN

1946-6226

Svazek periodika

25

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

33

Strana od-do

4

Kód UT WoS článku

001464381300004

EID výsledku v databázi Scopus

2-s2.0-105003104212