Innovations in Precollegiate Computer Science Education

Dear Colleagues,

The emergence of computer science as a priority at the precollegiate level brings both exciting opportunities and new challenges for research and practice. Computer science affords rich opportunities for students to understand, engage in, and contribute to modern life. At the same time, in spite of ever-increasing demand for computer scientists, relatively few students elect to study CS, with young women and students of color acutely underrepresented in CS classrooms. Recruiting, preparing, and supporting CS teachers at the precollegiate level poses another major challenge for the field. For this Special Issue,entitled “Innovations in Precollegiate Computer Science Education”, we seek to highlight innovations and emerging approaches to pre-college computer science education. We welcome qualitative, quantitative, and mixed-methods submissions as well as systematic reviews of the literature.

We encourage submissions including but not limited to the following topics:

• Studies that demonstrate innovative approaches to computer science education including research exploring the development and implementation of computer science curricula, innovative tools or techniques for CS teaching, and case studies highlighting examples of innovative CS pedagogy.
• Studies foregrounding equity and efforts to expand access to quality CS education for historically marginalized students and communities.
• Studies exploring student outcomes in CS, including CS learning and academic performance, self-efficacy, motivation, 21^st-century skills (e.g., problem solving, collaboration, communication, critical thinking).
• Studies focused on the CS teacher education and experiences of in-service precollegiate CS teachers including research on CS teacher professional development models and studies exploring teacher-level variables such as self-efficacy, professional identity, and pedagogical content knowledge.
• Studies exploring the role of computer science in integrated STEM/STEAM learning.

Dr. Jessica Gale
Dr. Sunni Newton
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• computer science education
• STEM education
• curriculum development and implementation