Coding or Hacking?: Exploring Inaccurate Views on Computing and Computer Scientists among K-6 Learners in Chile
Coding or Hacking?: Exploring Inaccurate Views on Computing and Computer Scientists among K-6 Learners in Chile
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编码还是黑客？：探索智利 K-6 学习者对计算和计算机科学家的不准确看法
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
N. Hitschfeld
中科院分区：
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作者：
Francisco J. Gutierrez;J. Simmonds;Cecilia Casanova;C. Sotomayor;N. Hitschfeld
由于发展21世纪世纪技能的前景，在基础教育中推进计算思维已迅速获得关注。然而，如果不明确解决部署方案的特定社会文化特征，这一领域的干预措施就有失败的风险。拉丁美洲的大多数国家都是这种情况，在这些国家，计算尚未在K-12教育中达到可持续的渗透率。为了弥合这一差距，我们设计了一个为期一周的研讨会，以推进计算思维，目标是10-12岁的智利学生，没有编程经验。本文介绍了我们的干预，并提出了定性研究的结果，分析积极和消极方面的经验。虽然大多数参与者在干预结束时有效地获得了基本的编程技能，但我们也发现了一些关于计算和计算机科学家的不准确观点。例如，计算大多被视为一组非正式的体验，而不是一种实现创造、自动化和工作的方式。“黑客”一词似乎被用来比喻更专业的术语，如“编程”或“算法”。最后，计算机科学家的负面刻板印象的干预所产生的看法并不像最初的看法那么频繁。这些结果为如何设计、调整和评估针对拉丁美洲K-6学生的计算思维干预提供了新的证据。
Advancing computational thinking in elementary education has been rapidly gaining attention due to the prospective of developing 21st century skills. However, interventions in this domain risk failure if they do not explicitly address the particular socio-cultural traits of the deployment scenario. This is the case in most countries of Latin America, where computing has not reached a sustainable penetration in K-12 education. In order to bridge this gap, we designed a one-week workshop for advancing computational thinking targeted to 10-12 years old Chilean students with no prior experience in programming. This paper describes our intervention and presents the results of a qualitative study analyzing positive and negative aspects of the experience. Although most participants effectively acquired basic programming skills by the end of the intervention, we also identified several inaccurate views on computing and computer scientists. For instance, computing was mostly perceived as a set of informal experiences rather than a way for enabling creation, automation, and work. The word "hacking" appears to be used as a metaphor for more technical terms, such as "programming" or "algorithm". Finally, negative stereotypical views of computer scientists resulting from the intervention were not as frequent as initial perceptions. These results provide fresh evidence on how to design, adapt, and evaluate computational thinking interventions targeted to K-6 students in Latin America.