Equitable Learning Environments in K-12 Computing
Equitable Learning Environments in K-12 Computing
复制标题
K-12 计算中的公平学习环境
DOI：
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发表时间：
2019
影响因子：
2.4
通讯作者：
Susanne E. Hambrusch
中科院分区：
文献类型：
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作者：
Sarah Gretter;Aman Yadav;Phil Sands;Susanne E. Hambrusch
目前在K-12学校扩大计算机科学(CS)教育的努力，如“全民计算机科学”倡议，突出了所有学生都有机会学习计算机的必要性。然而，最近的研究表明，K-12阶段计算的多样性仍然存在问题，需要进行更多的研究，以考察计算机科学学习环境如何影响少数族裔学生对计算机科学的兴趣和保持。在这篇文章中，我们报告了对高中计算机科学教师在课堂上增加多样性的障碍的看法的深入定性研究的结果。根据教师的经验，我们就如何在K-12计算机科学课程中鼓励公平的学习环境提出了切实可行的建议。
The current efforts to expand computer science (CS) education in K-12 schools, such as the “CS for All” initiative, highlight the need for all students to get an opportunity to study computing. However, as recent research has shown, diversity in computing at the K-12 level remains problematic, and additional research is needed to look at how computer science learning environments can impact minority student interest and retention in CS. In this article, we report results from an in-depth qualitative study of high school computer science teachers’ perspective on barriers to increasing diversity in their classes. Based on teachers’ experiences, we provide practical recommendations on how to encourage equitable learning environments in K-12 computer science courses.