Coding Science Internships: Broadening Participation in Computer Science by Positioning Coding as a Tool for Doing Science
Coding Science Internships: Broadening Participation in Computer Science by Positioning Coding as a Tool for Doing Science
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编码科学实习：通过将编码定位为从事科学研究的工具来扩大对计算机科学的参与
DOI：
10.1145/3328778.3372632
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Krakowski, Ari
中科院分区：
文献类型：
--
作者：
Greenwald, Eric;Krakowski, Ari
计算工具及其使用所涉及的计算思维(CT)在科学中无处不在，支持并经常改变科学理解。然而，在获得学习机会方面的长期不平等意味着，CT日益增长的作用有可能加深STEM中持续存在的不平等[2]。为了解决这个问题，我们的团队为中学科学课堂开发和研究了两个10节课的教学单元，每个单元都旨在挑战公平参与STEM的持久障碍。这些单元旨在将编码定位为从事科学工作的工具，并最终鼓励更多的学生，特别是女性，认同为程序员。参加最近一项单元研究的学生(n=391)在CT的外部评估中显示出统计上显著的学习收益。对于女学生来说，学习收获尤其明显。研究结果表明，学生可以通过面向科学的教学来开发CT，并以导致更公平结果的方式进行。
Computational tools, and the computational thinking (CT) involved in their use, are pervasive in science, supporting and often transforming scientific understanding. Yet, longstanding disparities in access to learning opportunities means that CT's growing role risks deepening persistent inequities in STEM [2]. To address this problem, our team developed and studied two 10-lesson instructional units for middle school science classrooms, each designed to challenge persistent barriers to equitable participation in STEM. The units aim to position coding as a tool for doing science, and ultimately, encourage a broader range of students, and females in particular, to identify as programmers. Students who participated (n=391) in a recent study of the units demonstrated statistically significant learning gains, as measured on an external assessment of CT. Learning gains were particularly pronounced for female students. Findings suggest that students can develop CT through instruction that foregrounds science, and in ways that lead to more equitable outcomes.
关注结构化编程特征可以预测学习和动机的差异
影响因子：
5
作者：
Eben B. Witherspoon;C. Schunn;Ross M. Higashi;Robin Shoop
通讯作者：
Robin Shoop