@article{zakaria_vandenberg_tsan_boulden_lynch_boyer_wiebe_2022, title={Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students.}, volume={32}, ISSN={["1744-5175"]}, url={https://doi.org/10.1080/08993408.2021.1877987}, DOI={10.1080/08993408.2021.1877987}, abstractNote={ABSTRACT Background and Context Researchers and practitioners have begun to incorporate collaboration in programming because of its reported instructional and professional benefits. However, younger students need guidance on how to collaborate in environments that require substantial interpersonal interaction and negotiation. Previous research indicates that feedback fosters students’ productive collaboration. Objective This study employs an intervention to explore the role instructor-directed feedback plays on elementary students’ dyadic collaboration during 2-computer pair programming. Method We used a multi-study design, collecting video data on students’ dyadic collaboration. Study 1 qualitatively explored dyadic collaboration by coding video transcripts of four dyads which guided the design of Study 2 that examined conversation of six dyads using MANOVA and non-parametric tests. Findings Result from Study 2 showed that students receiving feedback used productive conversation categories significantly higher than the control condition in the sample group considered. Results are discussed in terms of group differences in specific conversation categories. Implications Our study highlights ways to support students in pair programming contexts so that they can maximize the benefits afforded through these experiences.}, number={1}, journal={COMPUTER SCIENCE EDUCATION}, publisher={Informa UK Limited}, author={Zakaria, Zarifa and Vandenberg, Jessica and Tsan, Jennifer and Boulden, Danielle Cadieux and Lynch, Collin F. and Boyer, Kristy Elizabeth and Wiebe, Eric N.}, year={2022}, month={Jan}, pages={3–29} }
 @article{vandenberg_zakaria_tsan_iwanski_lynch_boyer_wiebe_2021, title={Prompting collaborative and exploratory discourse: An epistemic network analysis study}, volume={8}, ISSN={["1556-1615"]}, DOI={10.1007/s11412-021-09349-3}, journal={INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING}, author={Vandenberg, Jessica and Zakaria, Zarifa and Tsan, Jennifer and Iwanski, Anna and Lynch, Collin and Boyer, Kristy Elizabeth and Wiebe, Eric}, year={2021}, month={Aug} }
 @article{vandenberg_tsan_boulden_zakaria_lynch_boyer_wiebe_2020, title={Elementary Students' Understanding of CS Terms}, volume={20}, ISSN={["1946-6226"]}, DOI={10.1145/3386364}, abstractNote={
            The language and concepts used by curriculum designers are not always interpreted by children as designers intended. This can be problematic when researchers use self-reported survey instruments in concert with curricula, which often rely on the implicit belief that students’ understanding aligns with their own. We report on our refinement of a validated survey to measure upper elementary students’ attitudes and perspectives about computer science (CS), using an iterative, design-based research approach informed by educational and psychological cognitive interview processes. We interviewed six groups of students over three iterations of the instrument on their understanding of CS concepts and attitudes toward coding. Our findings indicated that students could not explain the terms 
            computer programs 
            nor 
            computer science
             as expected. Furthermore, they struggled to understand how coding may support their learning in other domains. These results may guide the development of appropriate CS-related survey instruments and curricular materials for K–6 students.
          }, number={3}, journal={ACM TRANSACTIONS ON COMPUTING EDUCATION}, author={Vandenberg, Jessica and Tsan, Jennifer and Boulden, Danielle and Zakaria, Zarifa and Lynch, Collin and Boyer, Kristy Elizabeth and Wiebe, Eric}, year={2020}, month={Sep} }
 @article{thomson_zakaria_radut-taciu_2019, title={Perceptions of Scientists and Stereotypes through the Eyes of Young School Children}, volume={2019}, ISSN={["2090-4010"]}, DOI={10.1155/2019/6324704}, abstractNote={The goal of the current study was to investigate children’s representations of scientists using the Draw-a-Scientist Test (DAST). Participants (n=210) were young school children from Romania enrolled in both rural and urban public schools from grade levels 3, 4, and 5. The study findings showed that most children represented stereotypical characteristics of scientists in their drawings such as white male wearing lab coats using instruments that reflected a chemistry lab. Results also indicated statistically significant differences in the score of stereotyping indicators with respect to student grade level. Additionally, students who visited science museums scored significantly higher in stereotyping indicators than students who indicated on their survey answers that they have not visited science museums. Findings are discussed in relationship with students’ views about scientists and their understanding of science.}, journal={EDUCATION RESEARCH INTERNATIONAL}, author={Thomson, Margareta M. and Zakaria, Zarifa and Radut-Taciu, Ramona}, year={2019} }