Pedagogical Content Knowledge for Teaching Inclusive Design

Honors College Thesis

Public Deposited

Citeable URL: https://ir.library.oregonstate.edu/concern/honors_college_theses/cf95jh84s

Descriptions

Attribute Name	Values
Creator	Oleson, Alannah L.
Abstract	Inclusive design is important in today's software industry, but there is little research about how to teach it. In collaboration with 9 teacher-researchers across 8 U.S. universities and more than 400 computer and information science students, we embarked upon an Action Research investigation to gather insights into the pedagogical content knowledge (PCK) that teachers need to teach a particular inclusive design method called GenderMag. Analysis of the teachers' observations and experiences, the materials they used, direct observations of students' behaviors, and multiple data on the students' own reflections on their learning revealed 11 components of inclusive design PCK. These include strategies for anticipating and addressing resistance to the topic of inclusion, strategies for modeling and scaffolding perspective taking, and strategies for tailoring instruction to students' prior beliefs and biases.
License	All rights reserved
Resource Type	Honors College Thesis
Date Issued	2018-05-22
Degree Level	Bachelor's
Degree Name	Honors Bachelor of Science (H.B.S.)
Degree Field	Computer Science
Degree Grantor	Oregon State University
Commencement Year	2018
Advisor	Burnett, Margaret M.
Committee Member	Parham-Mocello, Jennifer Sarma, Anita
Non-Academic Affiliation	Oregon State University. Honors College
Subject	Software engineering
Rights Statement	In Copyright
Publisher	Oregon State University
Peer Reviewed	No
Language	English [eng]

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