Social Justice to Learning Computer Programming: A Critical Systems Thinking Approach in Computing Education at a University

Abstract

Numerous literature sources in computer programming education (CPE) have emphasized that learning programming is difficult. Several reasons are provided, which include subject complexity, student culture, technology integration, and institutional infrastructure. Several tools are proposed to remedy this situation, but the problem seems to persist. A critical systemic approach (CSA) is suggested in this study to alleviate these problems. Literature on the usage of a CSA in computing training environments is scarce. Utilization of the CSA permitted the researcher to apply a critical multi-methodology, where several interpretative data collection (diaries and online semi-structured interviews) and analysis (cross-case and collaborative) methods were employed. A purposive sampling technique was employed to select the study participants, namely five computing teacher trainees and two experts in critical systems thinking, human-computer interaction, computer science programming, and curriculum development. The computing teacher trainees collaborated with the initial data. At the same time, the experts contributed to the theory in the form of validation and provision of new insights that the teacher trainees overlooked. Some of the study results indicate that a more comprehensive stakeholder social contract is needed to remedy these problems. It was also observed that student profiling plays a significant role in computing learning and, if considered, would empower the computer instructor to accommodate student uniqueness. On the other hand, learner autonomy was considered critical as it empowers students to take ownership, take risks, continue learning, and critique learning.

https://doi.org/10.26803/MyRes.2024.12