Coding attitudes of fourth-grade latinx students during distance learning
Coding attitudes of fourth-grade latinx students during distance learning
复制标题
四年级拉丁裔学生在远程学习期间的编码态度
DOI：
10.1080/08993408.2023.2237366
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发表时间：
2023
影响因子：
2.7
通讯作者：
Warschauer, Mark
中科院分区：
文献类型：
--
作者：
Garcia, Leiny;Parker, Miranda;Warschauer, Mark
背景和背景尽管K-12计算机科学(CS)的举措越来越多，但拉丁语学生和多语言学生的参与仍然存在差距，这是一个历史上在计算机领域代表性不足的群体。本研究旨在探讨四年级拉丁裔学生(9-10岁)在接受为期一年的远程编码课程后，编码态度的转变和启发。方法采用混合方法，分析编码态度调查前的反应，以了解兴趣、自信、效用、社会价值观和对编码者的感知的转变和刻画，同时考虑性别或英语学习者的命名。然而，随着时间的推移，社会价值观和信心存在着显著的差异。学生访谈揭示了社会影响的更多细微差别，兄弟姐妹和堂兄弟姐妹是延长学习的关键动机，自信坚持不懈的基本价值观，对程序员所做工作的混合认知，以及创造力对发展兴趣的重要性。社会影响在拉丁裔学生中推动更高认同感的关键作用指出了大家庭的重要作用。因此，培养学生对特定领域任务的信心应该是课程的重点，以便对动机产生更长期的影响。最后，应该更多地研究主观任务价值观与文化价值观相关的因素在早期编码动机中的作用，以扩大参与。关键词：编码态度、小学生、远程学习、期望值理论、编码课程。
Background and ContextDespite the growing initiatives in K-12 computer science (CS), there is a continued disparity in the participation of Latinx and multilingual students, a historically underrepresented group in computing. The inequitable participation may be understood by examining students’ early development of CS attitudes.ObjectiveThis study aims to explore shifts and elicitation in coding attitudes of fourth-grade, Latinx students (ages 9-10) who underwent a year-long remote coding curriculum, with consideration of gender and language designation.MethodUsing a mixed method approach, pre-post survey responses on coding attitudes were analyzed to understand shifts and portrayal of Interest, Confidence, Utility, Social Values, and Perception of Coders, with consideration of gender or designation as an English Language Learner.FindingsGender and language designation did not interact with overall attitude shifts. However, there is a significant difference in Social Values and Confidence over time. Student interviews revealed more nuance in social influences with siblings and cousins as key motivators for extended learning, underlying values of perseverance in confidence, mixed perception of what coders do, and the importance of creativity to develop interest.ImplicationsThe key role of social influence in driving higher identity among Latinx students points to the important role of extended family. Moreso, developing students’ confidence in domain-specific tasks should be a focus in curricula in order to have a longer-term impact on motivation. Finally, more research on the role that subjective task values pertaining to cultural values should be explored in early coding motivation in order to broaden participation. Keywords: Coding attitudes, elementary students, remote learning, expectancy-value theory, coding curriculum.
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