Building Theory in Computing Education Research

Building Theory in Computing Education Research: Spatial Encoding Strategies Theory and Multiple Conceptions Theory

Abstract: The computing education research field frequently calls for theory-building work to better explain the mechanisms of how people learn computer science. This talk discusses two theories that have been developed based on a synthesis of work across multiple fields to explain phenomena frequently seen in computing education. The first theory, Spatial Encoding Strategy theory, proposes a mechanism to explain how spatial skill training improves generalized problem solving while all other forms of brain training produce only localized results. It draws upon work in computing education, cognitive psychology, neuroscience, and learning sciences. The second theory, Multiple Conceptions theory, proposes a mechanism to explain how both direct instruction and constructivist instructional approaches can be designed to guarantee successful results. It draws upon instructional approaches from various STEM fields and educational psychology. The talk concludes with the synthesis process used to develop these theories.

Bio: Receiving a Ph.D. from Georgia Tech in Engineering Psychology, the study of how humans interact with technology, Dr. Lauren Margulieux’s research interests are in educational technology and online learning, particularly for computing education. She also coordinates an initiative in Georgia State’s teacher preparation programs on integrating computing into pre-service teacher training in all disciplines and directs a computer science endorsement to certify in-service teachers to offer computing courses.

Room 133F Erickson Hall AND Zoom Passcode: 852552