[论文解读] Sustainability in Computing Education: A Systematic Literature Review

Anne-Kathrin Peters, Rafael Capilla+9 more|arXiv (Cornell University)|May 17, 2023

Green IT and Sustainability被引用 5

一句话总结

本篇系统性文献回顾综合分析了90项关于计算教育中可持续性的研究，识别出可持续性的概念、教学方法及研究质量。研究提出了一套学习目标与成果的框架，揭示出多数研究仍局限于经验报告，缺乏深入的批判性参与，呼吁更深层次地整合批判理论与变革性教育模式。

ABSTRACT

Research shows that the global society as organized today, with our current technological and economic system, is impossible to sustain. We are living in the Anthropocene, an era in which human activities in highly industrialized countries are responsible for overshooting several planetary boundaries, with poorer communities contributing least to the problems but being impacted the most. At the same time, technical and economic gains fail to provide society at large with equal opportunities and improved quality of life. This paper describes approaches taken in computing education to address the issue of sustainability. It presents results of a systematic review of literature on sustainability in computing education. From a set of 572 publications extracted from six large digital libraries plus snowballing, we distilled and analyzed the 90 relevant primary studies. Using an inductive and deductive thematic analysis, we study 1) conceptions of sustainability, computing, and education, 2) implementations of sustainability in computing education, and 3) research on sustainability in computing education. We present a framework capturing learning objectives and outcomes as well as pedagogical methods for sustainability in computing education. These results can be mapped to existing standards and curricula in future work. We find that only a few of the articles engage with the challenges as calling for drastic systemic change, along with radically new understandings of computing and education. We suggest that future research should connect to the substantial body of critical theory such as feminist theory of science and technology. Existing research on sustainability in computing education may be considered as rather immature as the majority of articles are experience reports with limited empirical research.

研究动机与目标

• 探究可持续性在计算教育研究中的概念化方式。
• 分析可持续性在计算课程中的实施情况，包括内容、教学法与学习成果。
• 评估关于计算教育中可持续性的研究在方法论质量与研究成熟度方面的表现。
• 识别现有研究中的缺口，特别是对结构性不平等与地球边界等问题缺乏系统性与批判性参与。
• 提出一个将可持续性整合到计算教育中的框架，以支持变革性、公平性与批判性学习。

提出的方法

• 通过六个主要数字图书馆及滚雪球法开展系统性文献回顾（SLR），以识别相关出版物。
• 依据PRISMA标准筛选572项出版物，最终确定90项主要研究用于分析。
• 采用归纳与演绎相结合的主题分析法，提取关于可持续性概念、教学方法与研究质量的主题。
• 开发一个概念框架，映射可持续性教育中的学习目标、成果与教学法。
• 通过多作者共识与每周会议确保选择与解释过程的方法严谨性，降低偏倚。
• 将研究发现与现有课程标准与框架进行映射，以评估其一致性及整合潜力。

Figure 1. The selected publications per year.

实验结果

研究问题

• RQ1 可持续性在计算教育研究中是如何被概念化的？这些概念如何与计算及教育领域相关联？
• RQ2 关于计算教育中可持续性的研究报告了哪些教学法与学习成果？
• RQ3 现有计算教育中可持续性研究的方法论质量与研究成熟度如何？
• RQ4 当前计算教育中可持续性的实施在多大程度上回应了诸如地球边界与社会不平等等系统性挑战？
• RQ5 批判理论与变革性教育在推进计算教育中可持续性方面可发挥何种作用？

主要发现

• 在90项研究中，仅有少数关注可持续性的系统性、结构性与交叉性挑战，如地球边界与社会不公。
• 大多数研究为经验报告，实证基础薄弱，表明该领域研究在方法论上仍不成熟。
• 学生报告在可持续性方面的意识、关切度与能力均有提升，表明其学习成果超越了技术知识本身。
• 与批判理论（如女性主义科学与技术研究）的联系明显不足，而这些理论本可深化对计算教育中权力与公平的理解。
• 多数实施将可持续性视为附加主题，而非重新思考计算与教育实践的变革性视角。
• 已开发出一个涵盖学习目标、成果与教学法的框架，为课程整合与未来研究奠定了基础。

Figure 2. The literature review process followed in this study.