A Middle-School Camp Emphasizing Data Science and Computing for Social Good
A Middle-School Camp Emphasizing Data Science and Computing for Social Good
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强调数据科学和计算造福社会的中学营
DOI：
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发表时间：
2019
期刊：
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通讯作者：
Samuel A. Rebelsky
中科院分区：
文献类型：
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作者：
Caelin Bryant;Yesheng Chen;Zhen Chen;Jonathan Gilmour;Shyamala Gumidyala;Beatriz Herce;Annabella Koures;Seoyeon Lee;James Msekela;Anh Thu Pham;Halle Remash;Marli Remash;Nolan Schoenle;J. Zimmerman;S. Albright;Samuel A. Rebelsky
在计算机科学领域，女性、国内有色人种学生和社会经济地位较低的学生的代表性不足仍然是一个全国性的问题。最近的研究表明两个关键因素：关于“谁做计算机科学”的持续刻板印象可能会妨碍这些群体的成员对该领域的兴趣;许多人还认为计算是“无关紧要的”和“反社会的”。虽然这些问题必须在多个年龄和层次上解决，但许多人建议我们应该在学生形成刻板印象之前尽早开始。作为打击能力和相关性的（错误）观念的一个步骤，我们为区域中学生开发并开展了一系列为期一周的夏季“代码营”。这些夏令营强调计算机的有意义的使用，建立自我效能，以及扩大对谁做和可以做计算机科学的理解。在本文中，我们关注我们的“社会公益数据科学”（ds 4sg）夏令营，学生们通过社会公益计算的透镜探索数据科学的计算方法，发现计算如何帮助他们不仅更好地理解社会问题，而且说服他人解决问题。我们讨论了课程的基本原理及其内容，包括我们使用的结对编程，个人项目，以及一个增长模型，使学生从基于块的编程专业的数据笔记本电脑。我们认为短期影响的营地对学生的自我效能和计算机科学的看法。最后，我们为那些打算提供类似营地的人提供了建议和指导方针。
The underrepresentation within computer science of women, domestic students of color, and students with lower socioeconomic-status remains a national issue. Recent studies demonstrate two critical factors: Persistent stereotypes about "who does computer science" can preclude interest in the field for members of these groups; many also perceive computing as "irrelevant" and "asocial". While these issues must be addressed at multiple ages and levels, many suggest that we should start early, before students have developed stereotypes. As a step in combating (mis-)perceptions of ability and relevance, we developed and conducted a spectrum of week-long summer "code camps" for regional middle-school students. These camps emphasize meaningful uses of computing, on building self-efficacy, and on broadening understanding of who does and can do computer science. In this paper, we focus on our "data science for social good" (ds4sg) camp, in which students explored computational approaches to data science through a lens of computing for social good, discovering how computing helps them not only better understand societal issues but also convince others to address problems. We discuss the rationale for the curriculum and its content, including our uses of pair programming, personal projects, and a growth model that brings students from block-based programming to professional Jupyter data notebooks. We consider the short-term effects the camps have on students' self-efficacy and perceptions of computer science. We conclude with recommendations and guidelines for those intending to offer similar camps.