Aman Yadav

Lappan-Phillips Professor of Computing Education Michigan State University

  • East Lansing MI

An expert in STEM education, with a specific focus on computer science and engineering education

Contact

Michigan State University

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Biography

Aman Yadav's research and teaching focuses on improving student experiences and outcomes in computer science and engineering classrooms at the K-16 level. Within this line of inquiry, he studies: 1) how to prepare pre-service and in-service teachers to teach computing ideas, such as how to integrate computational thinking ideas within subject areas; and (2) how to implement problem-based learning approaches to improve student outcomes in undergraduate computer science and engineering. He is a principal investigator on a National Science Foundation grant to design, implement, and assess a high-quality, integrated curriculum, and professional development that supports elementary school teachers in embedding computational thinking (CT) into their classrooms. He is also a PI on another NSF grant to establish an evidence-based professional development program, including continuous online support, to improve teachers' knowledge to teach computer science concepts at the high school.

Industry Expertise

Writing and Editing
Computer Hardware
Education/Learning
Research
Computer Software

Areas of Expertise

Teacher Professional Development
Case-based Instruction
Computer Science Education
STEM Education
Engineering Education
Computational Thinking
Problem-Based Learning

Education

Michigan State University

Ph.D.

Educational Psychology and Educational Technology

Department of Counseling, Educational Psychology, and Special Education.

Michigan State University

M.S.

Electrical Engineering

Department of Electrical and Computer Engineering.

Deenbandhu Chhotu Ram University of Science and Technology

B.S.

Engineering

Electrical Engineering.

Research Grants

CT4EDU: Broadening Pathways into Computing by Developing Computational Thinking Competencies in Elementary Classrooms

National Science Foundation

2017-2020
Role: PI

PD4CS: Leading the Way to CS10K: Assessing a Just-in-Time Professional Development Approach for Teacher Knowledge Growth in Computer Science

National Science Foundation

2014-2019
Role: PI

IntroCS POGIL: Process Oriented Guided Inquiry Learning in Introductory Computer Science

National Science Foundation

2017-2022
Role: Co-PI with Helen Hu, Clifton Kussmaul, Christopher Mayfield

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Journal Articles

Who Needs What: Recommendations for Designing Effective Online Professional Development for Computer Science Teachers

Journal of Research on Technology in Education

Yizhou Qian, Susanne Hambrusch, Sarah Gretter, Aman Yadav

2018

The new Advanced Placement (AP) Computer Science (CS) Principles course increases the need for quality CS teachers and thus the need for professional development (PD). This article presents the results of a 2-year study investigating how teachers teaching the AP CS Principles course for the first time used online PD material. Our results showed that the teaching and computing background of teachers had a significant impact on the teachers' need for and use of online PD material. More specifically, novice CS teachers needed and used PD for developing their pedagogical content knowledge (PCK). Non-CS teachers needed and used PD materials emphasizing content knowledge. Experienced CS teachers believed they had little need for PD even though they were teaching a new course. Our study makes three recommendations for designing effective online PD for CS teachers: match PD to teachers' background, align PD with the course curriculum, and use effective motivational design to enhance teacher engagement. (Keywords: computer science education, online professional development, K–12, AP computer science principles course)

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What Do Preservice Teachers Think about Teaching Media Literacy?: An Exploratory Study Using the Theory of Planned Behavior

Journal of Media Literacy Education

Sarah Gretter, Aman Yadav

2018

Despite the numerous benefits of media & information literacy for students in today’s digital society, the lack of teacher preparation in teaching media & information literacy skills suggests that the societal rationale for students becoming media literate and the sustainable preparation of teachers in that area may differ. The purpose of this exploratory study was to explore the factors and beliefs underlying preservice teachers’ intention to teach media & information literacy in their future classroom according to the Theory of Planned Behavior. Findings suggest that preservice teachers’ have positive attitudes towards media & information literacy as an essential skill for students, yet do not feel that it is highlighted in their teacher education program, and that they would benefit from learning about media literacy pedagogies from faculty and instructors. We provide recommendations for teacher educators and researchers to improve preservice teacher’s intention to teach media & information literacy in their future classroom.

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Computational thinking in elementary classrooms: measuring teacher understanding of computational ideas for teaching science

Journal of Computer Science Education

Aman Yadav, Christina Krist, Jon Good & Elisa Nadire Caeli

2018

A number of efforts have focused on preparing teachers to integrate CT within secondary disciplinary subject areas; however, there is little research on how CT ideas could be embedded within elementary subjects. We designed a professional development activity for elementary teachers to embed CT within science and examined how their understanding of CT emerged over the course of PD. This paper reports results from qualitative analysis of teacher responses to vignettes and open-ended questions, which presented teaching scenarios related to CT.

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