A Cultural Computing Curriculum
A Cultural Computing Curriculum
复制标题
文化计算课程
DOI：
10.1145/3287324.3287439
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Eglash, Ron
中科院分区：
文献类型：
--
作者：
Davis, James;Lachney, Michael;Zatz, Zoe;Babbitt, William;Eglash, Ron
要扩大计算机科学领域中代表性不足的学生的参与，需要认真设计和实施与文化相适应的课程和技术。文化情境设计工具(CSDT)通过让学生参与基于社区实践的历史、文化和有意义的设计项目来解决这一问题。到目前为止，CSDT研究只在CS课堂之外的短期干预中进行。本文介绍了2017-2018学年在51名高中生中试行的基于CSDTS的计算机科学导论课程，该课程为期一学期。这项研究的目的是检验一个与文化相适应的计算机课程是否能够教授计算机科学原理并提高学生的参与度。分析了后测、实地笔记、每周教师会议、形成性评估以及教师和学生访谈，以评估实施过程中的成功和失败。结果表明，学生在6个月内学会了概念性材料，而不是之前老师要求的9个月。学生们也能够在以后用Python编程时应用这些概念，这意味着知识的传授。然而，学生对文化和计算机的看法并没有改善，学生的参与度也低于最初的预期。因此，我们探讨了许多挑战中的一些：在满足CS标准的同时保持完全整合的文化课程，保持学生的参与度，以及建立学生代理和自我调节。最后，我们简要介绍一下我们打算如何在计划于2018年秋季进行的第二次迭代中应对其中的一些挑战。之后，计划进行一项研究，将该课程与其他课程进行比较。
Broadening the participation of underrepresented students in computer science fields requires careful design and implementation of culturally responsive curricula and technologies. Culturally Situated Design Tools (CSDTs) address this by engaging students in historic, cultural, and meaningful design projects based on community practices. To date, CSDT research has only been conducted in short interventions outside of CS classrooms. This paper reports on the first semester-long introductory CS course based on CSDTs, which was piloted with 51 high school students during the 2017-2018 school year. The goal of this study was to examine if a culturally responsive computing curriculum could teach computer science principles and improve student engagement. Pre-post tests, field notes, weekly teacher meetings, formative assessments, and teacher and student interviews were analyzed to assess successes and failures during implementation. The results indicate students learned the conceptual material in 6 months rather than in the 9 months previously required by the teacher. Students were also able to apply these concepts afterward when programming in Python, implying knowledge transfer. However, student opinions about culture and computing didn't improve, and student engagement was below initial expectations. Thus we explore some of the many challenges: keeping a fully integrated cultural curriculum while satisfying CS standards, maintaining student engagement, and building student agency and self-regulation. We end with a brief description for how we intend to address some of these challenges in the second iteration of this program, scheduled for fall 2018. After which a study is planned to compare this curriculum to others.
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