Conceptions Connected to Early Academic Studies in Computer Science: Focusing on Students, Lecturers, and Parents

Abstract

The goal of this study was to identify conceptions towards early academic studies in computer science. We focus on a program which offers high school students the unique opportunity to earn a B.Sc. degree in parallel to their studies, resulting in them holding a prestigious degree at an early age. Activity theory framed the design of this study. Fifteen voluntary participants representing three distinct research groups participated in this study: students, parents, and lecturers. The data were collected using a qualitative research paradigm through semi-structured interviews. The findings demonstrated that the research groups mostly held distinctive conceptions. Little similarity may be detected. We argue that high school students are more likely to succeed in early academic programs when they have a rigorous curriculum, an on-staff educational consultant, and lessons that are exclusively attended by other students in their peer group. These types of programs, in our opinion, are well positioned to develop exceptional and gifted individuals’ educational potential.

Keywords

• advanced STEM students
• early academic studies
• activity theory