Development, Implementation, and Outcomes of an Equitable Computer Science After-School Program: Findings From Middle-School Students
Development, Implementation, and Outcomes of an Equitable Computer Science After-School Program: Findings From Middle-School Students
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DOI：
10.1080/15391523.2016.1146561
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发表时间：
2016-01-01
影响因子：
5.1
通讯作者：
Pollock, Lori
中科院分区：
文献类型：
--
作者：
Mouza, Chrystalla;Marzocchi, Alison;Pollock, Lori
目前旨在改善科学，技术，工程和数学（STEM）学习的政策努力强调了帮助所有学生从计算机科学中获得概念和工具的重要性，这些概念和工具可以帮助他们分析和开发日常问题的解决方案。这些目标在文献中通常被描述为计算思维。在这篇文章中，我们报告的设计，实施和计算思维的课后计划的结果。该计划是通过大学教师，本科生，教师和学生之间的伙伴关系成立的。具体来说，我们研究如何公平的教学实践可以应用在计算程序的设计和参与这些程序的方式影响中学生的计算机科学概念，计算实践和对计算的态度的学习。参与者包括52名自愿参加9周课后计划的中学生，以及设计和实施该计划的4名本科生和1名教师。数据收集从课后计划的观察，本科生的反思，计算机科学内容评估，编程产品和态度调查。结果表明，该计划对学生学习计算机科学概念和对计算的态度产生了积极影响。研究结果对设计有效的学习经验，扩大参与计算的影响。
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the term computational thinking. In this article, we report on the design, implementation, and outcomes of an after-school program on computational thinking. The program was founded through a partnership between university faculty, undergraduates, teachers, and students. Specifically, we examine how equitable pedagogical practices can be applied in the design of computing programs and the ways in which participation in such programs influence middle school students' learning of computer science concepts, computational practices, and attitudes toward computing. Participants included 52 middle school students who voluntarily attended the 9-week after-school program, as well as four undergraduates and one teacher who designed and implemented the program. Data were collected from after-school program observations, undergraduate reflections, computer science content assessments, programming products, and attitude surveys. The results indicate that the program positively influenced student learning of computer science concepts and attitudes toward computing. Findings have implications for the design of effective learning experiences that broaden participation in computing.