Helena Kovacs | EPFL Graph Search

Helena is a social scientist with an appetite for a wide variety of topics related to education. Her current work focuses on exploring changes in teaching methods and approaches, strategies of adaptability, and pedagogical innovations at EPFL. Next to this, Helena works on developing a better understanding of teaching and learning transversal skills, with a particular interest in teaching ethics across the engineering curriculum, and she also works on examining the aspects of project based learning from students' and teachers' perspectives. In her previous work, Helena has done research on characteristics of teacher learning in innovative learning environments in schools across Hungary and Portugal, and she has also worked on studying identity formation through curricular material, such as history and language textbooks, across the Balkan countries. Helena holds a PhD in educational sciences obtained as a Marie Skłodowska-Curie fellow from Eötvös Loránd University in Budapest and from University of Lisbon, and a MA in educational policy and management from Aarhus University and Deusto University thought the Erasmus Mundus scholarship. She has worked as a consultant for Technopolis Group in UK and prior to that Helena was a trainee with the Directorate -General for Education and Culture at the European Commission.

A Research-Practice Partnership to Introduce Computer Science in Secondary School: Lessons from a Pilot Program

Barbara Bruno, Helena Kovacs, Francesco Mondada, Jean-Philippe Pellet

Context: Introducing Computer Science (CS) into formal education can be challenging, notably when considering the numerous stakeholders involved which include the students, teachers, schools, and policy makers. We believe these perspectives should be considered conjointly, which is possible within Research Practice Partnerships (RPPs). RPPs look to bridge research-practice gaps and have seen an increase in the field of education and CS-education. Unfortunately, RPPs are considered to be under-researched, in addition to presenting their own challenges. Objectives: To the purpose of assessing how RPPs may support the successful introduction of CS into formal education, we investigate three perspectives (students, teachers, and RPP stakeholders) and their interplay within the context of a multi-institution RPP conducting a pilot program to introduce CS to secondary school students. Methods: A mixed methods analysis was employed to triangulate data in a concurrent triangulation design. The data included i) 3 surveys distributed over the semester to 106 grade 9 students (ages 12-14), ii) four teacher-journals, iii) 2 interviews and 4 focus groups with the teachers and representatives of the partner institutions. Findings: From the students’ perspective, while their self-efficacy increased, their motivation decreased throughout the semester due to a miss-match between their expectations and the course. The findings also indicate that gender biases and heterogeneity are already present in grade 9. From the teachers’ perspective, co-constructing the study plan, having access to regular support and collaborating within a community of practice when starting to teach CS all facilitated the teachers’ experience. Finally, from the RPP’s perspective the collaboration between stakeholders and having researchers evaluate the program were considered to be key elements in the pilot program. However, there appears to be a research-practice gap, in big part due to limited interactions between researchers and curriculum designers, and researchers and the teachers in the field. Conclusions: From the students’ perspective it appears relevant to introduce CS i) prior to secondary school to address motivation and bias-related issues early on, and ii) to all students to avoid participation being motivation-, stereotype-, or belief-driven, and risk broadening the gap between students, iii) all the while being attentive to course format and content to ensure that the course meets students’ expectations and fosters autonomous motivation. From the teachers’ perspective, while the provided support met the teachers’ needs, it is essential to find means of scaling such approaches when looking to deploy CS-curricular reforms to entire administrative regions. Finally, from the RPP’s perspective i) teachers’ should be given a voice in the RPP to better align with the field, and ii) researchers’ roles should be reconsidered to move beyond being only evaluators, and towards having a more co-constructive role in setting up the curricular reform. Recommendations are provided for researchers and practitioners involved in CS curricular reforms.

2023

A case for co-construction with teachers in curricular reform: Introducing computer science in primary school

Barbara Bruno, Helena Kovacs, Francesco Mondada

With the introduction of Computer Science (CS) into curricula worldwide, researchers have investigated whether CS could be introduced transversally, as a support other disciplines. Few however consider both student learning and the teachers’ perspective in their assessments. In a co-constructive approach to translational research, we collaborated with teachers, in two case studies involving two classes each, to investigate how CS content could be used transversally. More specifically, teacher inputs and student learning data were combined in a mixed methods analysis to determine whether two CS Unplugged (CSU) activities from the curriculum could be leveraged to teach disciplinary content in primary school. The findings indicated that the CSU activities could be leveraged for maths and spelling, but require validation at a larger scale. More important, though, are the takeaways of the co-constructive experience with teachers. Interestingly the benefits of co-construction went both ways. While researchers gained a deeper understanding of the effectiveness of the activities, teachers i) appreciated having detailed student learning analyses, devoid of biases and impressions, ii) changed their perspective about researchers, and iii) were open to other collaborative research initiatives which they found to be drivers of change and innovation in their practice. The way co-construction was approached also impacted the teachers’ perception of their experience. Indeed, while one study was researcher-driven and included teachers, the other was teacher-driven and included researchers. When teacher-driven, the teachers felt they had a more active role, thus reflecting more on the study design, results and implications. Provided the positive impact that co-construction may have on innovation in teacher practices, different co-construction modalities must be investigated, as well as their implications on all stakeholders, including researchers.

ACM2022

A Game-Based Approach to Develop Engineering Students’ Awareness About Artificial Intelligence Ethical Challenges

Maria Carla Di Vincenzo, Cécile Hardebolle, Patrick Jermann, Helena Kovacs, Ester Simkova, Roland John Tormey

The past few decades have seen important efforts to introduce more ethics into engineering education programs around the world, while adapting to the evolution of ethical concerns, notably in relation to digital technology and artificial intelligence. Even if pedagogical approaches based on the use of case studies or code of ethics remain among the most popular, other less well known techniques such as game-based approaches have also been identified as effective. The goal of this workshop is to offer participants an opportunity to explore how games can be used as learning experiences to develop students’ ethical knowledge and skills. Participants will first get to play an online game which focuses on ethical issues in the domain of artificial intelligence, before reflecting on their experience and discussing the potential of game-based approaches for engineering ethics education.