Diversifying high school students' views about computing with electronic textiles
Diversifying high school students' views about computing with electronic textiles
复制标题
通过电子纺织品使高中生对计算的看法多样化
DOI：
10.1145/2632320.2632352
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Y. Kafai
中科院分区：
文献类型：
--
作者：
Kristin A. Searle;D. Fields;Debora Lui;Y. Kafai
二十多年前，Turkle和Papert写了一篇关于计算中缺乏认识论多元化以及由此导致的该领域的排他性的文章。虽然从那时起，关于什么构成个人认识论的研究已经扩大，但学生们仍然对计算持狭隘的观点，这些观点与整个领域脱节。为了与当前的研究保持一致，我们使用“观点”一词来涵盖学生对计算的期望、态度和信念。我们采取了一种以学生为导向的方法，通过让高中生参加为期10周的电子纺织品单元，来扩大学生对计算的看法，并扩大对计算机科学的参与。学生们被介绍给计算的概念和实践，因为他们设计和编程的电子文物。我们发现他们的观点从采访前到采访后发生了转变，使他们能够将计算视为可访问的，透明的，个人的和创造性的。我们讨论了电子纺织品材料和课堂活动的设计如何带回了思考谁可以做计算，如何做，以及计算可以是什么的多种方式。
More than twenty years ago, Turkle and Papert wrote about the lack of epistemological pluralism in computing and the resulting exclusivity in the field. Although research on what constitutes a personal epistemology has expanded since then, students continue to hold narrow views of computing that are disconnected from the field at large. To align with current research, we use the term "views" to encompass students' expectations of, attitudes towards, and beliefs about computing. We took a crafts-oriented approach to expanding students' views of computing and broadening participation in computer science by engaging high school students in a 10-week electronic textiles unit. Students were introduced to computational concepts and practices as they designed and programmed electronic artifacts. We found their views shifted from pre- to post-interviews in ways that allowed them to see computing as accessible, transparent, personal, and creative. We discuss how e-textiles materials and the design of classroom activities brought back a diversity of ways thinking about who can do computing, how to do it, and what computing can be.