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 (5)
Writing and Editing
Areas of Expertise (7)
Teacher Professional Development
Computer Science 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
Research Grants (5)
CT4EDU: Broadening Pathways into Computing by Developing Computational Thinking Competencies in Elementary Classrooms
National Science Foundation $998,737
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 $1,041,701
2014-2019 Role: PI
IntroCS POGIL: Process Oriented Guided Inquiry Learning in Introductory Computer Science
National Science Foundation $1,984,936
2017-2022 Role: Co-PI with Helen Hu, Clifton Kussmaul, Christopher Mayfield
Research on Practice Using STEM Inquiry Embedded with Computational Thinking in Elementary School
National Science Foundation $1,013,651
2015-2018 Role: Co-PI with Andew Elby and Ayush Gupta
Collaborative Research: Research Initiation: Facilitating Design Thinking through Cases
National Science Foundation $149,986
2015-2018 Role: Collaborative proposal with UC-Merced; PI at Michigan State University
Journal Articles (6)
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)
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.
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.
Aman Yadav, Phil Sands, Jon Good, Alex Lishinki
2018 Computer science education, including computational thinking, has received considerable attention over the last few years as more and more countries are expanding or starting efforts in the primary and secondary schools. In this chapter, we provide examples of computer science efforts in a number of countries, including the United States, and discuss how these efforts to increase the role of computing in schools gives us a unique opportunity to expand computing education research, which has significantly lagged the rapid growth of computer science.
Ninger Zhou, Aman Yadav
2017 The use of multimedia story applications on touch-interactive mobile devices has become prevalent in early education settings. However, despite the promise of multimedia story applications for early learning outcomes, there has been a dearth of research on the educational benefits of such tools, and whether their effects can be strengthened with the integration of questioning strategies. This study investigated the effects of multimedia story reading and questioning on children’s literacy skills, including vocabulary learning, story comprehension and reading engagement. Using a 2 (multimedia vs. paper) × 2 (question vs. no question) design, a total of 72 participants were randomly assigned to one of four conditions: multimedia story reading, multimedia story reading with questioning, paper story reading, and paper story with questioning. To identify the effects of Media and Questioning on children’s vocabulary learning, story comprehension, and reading engagement, we conducted a series of two-way ANCOVAs, controlling for different covariates as appropriate. The results showed significant interaction of media and questioning on target vocabulary and significant main effect of media for engagement, but the results showed no significant main effects of either media or questioning for comprehension. This study demonstrated research tools to examine children’s learning and engagement with interactive mobile devices, and suggested potential benefits of multimedia story reading and questioning for learning. We discuss implications of these findings for the design and use of multimedia storybooks.
Aman Yadav, Chris Stephenson, Hai Hong
2017 Enthusiasm has grown in recent years for computer science education in many countries, including Australia, the U.S, and the U.K. For example, in 2012, the Royal Society in the U.K. said, "Every child should have the opportunity to learn concepts and principles from computing, including computer science and information technology, from the beginning of primary education onward, and by age 14 should be able to choose to study toward a recognized qualification in these areas.