Equal Outcomes 4 All: A Study of Student Learning in ECS
Equal Outcomes 4 All: A Study of Student Learning in ECS
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DOI：
10.1145/3159450.3159529
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发表时间：
2018-02
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通讯作者：
S. McGee;Randi McGee-Tekula;Jennifer Duck;Catherine McGee;L. Dettori;Ronald I. Greenberg;E. Snow;Daisy W. Rutstein;Dale F. Reed;Brenda Wilkerson;Don Yanek;Andrew M. Rasmussen;Dennis Brylow
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文献类型：
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作者：
S. McGee;Randi McGee-Tekula;Jennifer Duck;Catherine McGee;L. Dettori;Ronald I. Greenberg;E. Snow;Daisy W. Rutstein;Dale F. Reed;Brenda Wilkerson;Don Yanek;Andrew M. Rasmussen;Dennis Brylow
本研究在探索计算机科学（ECS）项目的背景下调查了计算思维实践的发展模式，这是一门高中计算机科学入门课程和专业发展项目，旨在通过围绕计算机科学概念的公平探究促进深度参与。过去的研究表明，ECS经历的个人相关性影响学生对计算机科学的期望值。期望值是一个预测职业选择的概念。我们扩展了我们的研究，以检验期望值是否影响计算思维实践的发展。本研究是在两个州的两个ECS实施项目的背景下进行的。20名在2016-17学年实施ECS的教师参与了研究。906名学生完成了年初和年底的调查和评估。调查包括人口统计问题、经过验证的期望值量表，以及有关学生课程经历的问题。这些评估是由SRI国际开发和验证的，作为ECS课程的伙伴。总体而言，学生成绩从测试前到测试后统计学上有所提高，效应量为0.74。性别或种族/民族在表现上没有统计学上的显著差异。这些结果与早期的研究结果一致，即个人相关的课程经历对学生的成功期望有积极的影响。这些结果扩展了先前的研究，表明学生对计算机科学的期望值对学生的学习有积极的影响。
This study investigated patterns in the development of computational thinking practices in the context of the Exploring Computer Science (ECS) program, a high school introductory CS course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. Past research indicates that the personal relevance of the ECS experience influences students' expectancy-value towards computer science. Expectancy-value is a construct that is predictive of career choices. We extended our research to examine whether expectancy-value influences the development of computational thinking practices. This study took place in the context of two ECS implementation projects across two states. Twenty teachers, who implemented ECS in 2016-17, participated in the research. There were 906 students who completed beginning and end of year surveys and assessments. The surveys included demographic questions, a validated expectancy-value scale, and questions about students' course experiences. The assessments were developed and validated by SRI International as a companion to the ECS course. Overall, student performance statistically increased from pretest to posttest with effect size of 0.74. There were no statistically significant differences in performance by gender or race/ethnicity. These results are consistent with earlier findings that a personally relevant course experience positively influences students' expectancy for success. These results expanded on prior research by indicating that students' expectancy-value for computer science positively influenced student learning.