Culturally Relevant Computer Science Pedagogy: From Theory to Practice
Culturally Relevant Computer Science Pedagogy: From Theory to Practice
复制标题
文化相关的计算机科学教学法：从理论到实践
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Frieda McAlear
中科院分区：
文献类型：
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作者：
Tia C. Madkins;Alexis Martin;Jean J. Ryoo;K. Scott;J. Goode;Allison Scott;Frieda McAlear
最近的举措，以扩大参与计算的目的是提供更多的计算机科学（CS）的访问和机会，代表性不足的K-12学生。研究人员已经确定了与以摇摆方式教授CS课程相关的挑战，以确保代表性不足的学生群体参与，感兴趣并有动力参与计算课程，包括使课程内容与学生的生活和兴趣相关。一个新兴的学术领域建议将文化相关的教学法与CS合并，以便为不同群体的学生开发引人入胜的严格计算教学。这项工作的大部分是理论而不是实际的，因此，我们提出了三个方案的案例研究，以描述基于实践的例子，文化相关的计算机科学教学和学习。我们分享的教学实践的一致主题包括参与和相关性;信心和身份;和社会正义。文化相关的CS教育的这些基本的实际应用可以通知努力，以提高参与，准备，参与和持久性计算为代表性不足的学生成功地解决包容性，多样性和公平。
Recent initiatives to broaden participation in computing aim to provide increased computer science (CS) access and opportunity for underrepresented K-12 students. Researchers have identified challenges related to teaching CS courses in sways that ensure underrepresented student populations are engaged, interested, and motivated to participate in computing coursework, including making course content relevant to students’ lives and interests. An emerging area of scholarship proposes merging culturally relevant pedagogy with CS in order to develop engaging and rigorous computing instruction for diverse groups of students. Much of this work has been theoretical rather than practical; thus, we present case studies of three programs to describe practice-based examples of culturally relevant computer science teaching and learning. Consistent themes across the instructional practices we share include engagement and relevance; confidence and identity; and social justice. These foundational practical applications of culturally relevant CS education can inform efforts to enhance engagement, preparation, participation, and persistence in computing for underrepresented students toward successfully addressing inclusion, diversity, and equity.