Toward an emergent theory of broadening participation in computer science education
Toward an emergent theory of broadening participation in computer science education
复制标题
走向扩大计算机科学教育参与的新兴理论
DOI：
10.1145/2157136.2157191
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Kyu Han Koh
中科院分区：
文献类型：
--
作者：
David C. Webb;A. Repenning;Kyu Han Koh
计算机科学教育的一个根本挑战是难以扩大妇女和服务不足的社区的参与。将游戏设计和游戏编程作为一种活动，以一种激励的方式向儿童介绍计算思维，这一想法正在迅速获得势头。一种名为Project First的教学方法使可伸缩游戏设计项目接触到了一大批中学生，其中包括很大比例的女生(45%)和代表性不足(48%)的学生。Scalable Game Design在市中心、偏远的农村和美国原住民社区对4000多名学生进行了调查，调查了教师采用的调解和脚手架等教学方法对学生兴趣水平的影响。研究结果表明，基于课堂脚手架的方法会产生强烈的性别影响。例如，女孩通过基于直接指导的脚手架获得动力的可能性大大降低。相反，指导性的发现脚手架方法极具激励作用，甚至可以克服其他负面预测因素，如小女孩对男孩的班级参与率。本文介绍了该项目，讨论了不同的脚手架方法，并提供了将性别特定动机水平与脚手架方法联系起来的数据。
A fundamental challenge to computer science education is the difficulty of broadening participation of women and underserved communities. The idea of game design and game programming as an activity to introduce children at an early age to computational thinking in a motivational way is quickly gaining momentum. A pedagogical approach called Project First has allowed the Scalable Game Design project to reach a large group of middle schools students including a large percentage of female (45%) and underrepresented (48%) students. With over 4000 students in inner city, remote rural, and Native American communities Scalable Game Design has investigated the impact on students' interest level of pedagogical approaches employed by teachers such as mediation and scaffolding. Findings suggest strong gender effects based on classroom scaffolding approaches. For instance, girls are substantially less likely to be motivated through scaffolding based on direct instruction. Conversely, guided discovery scaffolding approaches are highly motivating to the point where they can even overcome other negative predictors such as small girls to boys class participation ratios. This paper introduces the project, discusses different scaffolding approaches and presents data connecting gender specific motivational levels with scaffolding approaches.