Code: SciGirls! Media to Engage Girls in Computing Pathways

在计算机科学专业中，女性的比例仍然偏低。2015年，美国57%的专业职业由女性担任，而只有25%的计算机职业由女性担任。此外，尽管技术职业在薪资和未来增长方面是最有前途的，但女性获得计算机科学学位的比例低于任何STEM领域。研究表明，导致缺乏计算机科学参与的问题很早就开始了，涉及复杂的社会和环境因素，包括女孩认为自己不属于计算机科学课程或职业。计算机科学教学经常疏远女孩，因为课程不相关；教学不合作；缺乏冒险或犯错的机会；严重依赖讲课，而不是动手的、基于项目的学习。采用基于研究的性别平等最佳做法的计算机科学经验，特别是角色建模，可以帮助缩小参与方面的性别差距。为了应对这一挑战，双城公共广播公司(TPT)、全国女孩合作组织(NGC)和Code.org将领导代码：SciGirls！这是一个为期三年的项目，旨在通过跨媒体编程让8-13岁的女孩参与编码，从而激励她们并为未来的计算机科学学习和职业道路做好准备。该项目包括五个新的公共广播公司本节目，内容包括女孩和女性编码专业人员使用编码来解决实际问题；一个新的互动PBSKids.org游戏，使儿童能够发展编码技能；全国性的外联方案，包括为非正规教育工作者和女性编码专业人员提供专业发展，以促进女孩和家庭在不同的STEM学习环境中的活动；一项研究研究，将增进对跨媒体组成部分如何建立女孩追求更多编码经验的动机的理解；以及第三方总结性评估。暗号：SciGirls！将促进女孩对计算机科学研究和职业道路的更多认识和参与。PBS SciGirls节目将以女孩和女性计算机科学专业人员为特色，使用编码来解决现实世界的挑战。该项目的跨媒体部分将利用电视内容进入在线空间，21世纪的大部分学习都发生在在线空间。这款新的互动PBSKids.org游戏将使用一个叙事框架来帮助孩子们培养编程技能。借鉴叙事传输理论和人物认同理论，TPT将委托两项探索性的知识构建研究来调查：代码：SciGirls！的叙事格式在多大程度上以及如何！网络媒体会影响女孩对编码和编码相关职业的兴趣、信念和行为意向吗？这些研究旨在加深对媒体如何培养女孩追求计算机科学体验的动机的理解，这是一套对建设未来劳动力至关重要的技能。项目组还将提高教育工作者对性别平等计算机科学教学的重要性的认识，并使他们能够采用最佳做法来欢迎、准备和留住编程方面的女孩。密码：SciGirls！活动指南将为教育工作者提供吸引有抱负的计算机科学家的相关资源。新的媒体和指南也将发布在pbslearningmedia.org上，覆盖120万名教师，并将通过本网站女孩连接和国家女孩合作网络与数千名教育工作者分享。新剧集预计将通过PBS接触到92%的美国电视家庭，PBSKids.org上的这款游戏将向数百万儿童介绍编程。终结性评估将审查剧集、游戏和新活动的影响范围和影响。PIS将在国家会议上分享研究成果和项目资源，并将提交给相关出版物。该项目由推进非正式STEM学习计划(AISL)资助，该计划旨在促进对非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括为扩大获得和参与STEM学习经验提供多种途径，推进对非正式环境中STEM学习的创新研究和评估，以及加深参与者对更深层次学习的理解。

Women continue to be underrepresented in computer science professions. In 2015, while 57% of professional occupations in the U.S. were held by women, only 25% of computing occupations were held by women. Furthermore, the share of computer science degrees going to women is smaller than any STEM field, even though technology careers are the most promising in terms of salaries and future growth. Research suggests that issues contributing to this lack of computer science participation begin early and involve complex social and environmental factors, including girls' perception that they do not belong in computer science classes or careers. Computer science instruction often alienates girls with irrelevant curriculum; non-collaborative pedagogies; a lack of opportunities to take risks or make mistakes; and a heavy reliance on lecture instead of hands-on, project-based learning. Computer science experiences that employ research-based gender equitable best practices, particularly role modeling, can help diminish the gender gap in participation. In response to this challenge, Twin Cities PBS (TPT), the National Girls Collaborative (NGC) and Code.org will lead Code: SciGirls! Media for Engaging Girls in Computing Pathways, a three-year project designed to engage 8-13 year-old girls in coding through transmedia programming which inspires and prepares them for future computer science studies and career paths. The project includes five new PBS SciGirls episodes featuring girls and female coding professionals using coding to solve real problems; a new interactive PBSKids.org game that allows children to develop coding skills; nationwide outreach programming, including professional development for informal educators and female coding professionals to facilitate activities for girls and families in diverse STEM learning environments; a research study that will advance understanding of how the transmedia components build girls' motivation to pursue additional coding experiences; and a third-party summative evaluation. Code: SciGirls! will foster greater awareness of and engagement in computer science studies and career paths for girls. The PBS SciGirls episodes will feature girls and female computer science professionals using coding to solve real-world challenges. The project's transmedia component will leverage the television content into the online space in which much of 21st century learning takes place. The new interactive PBSKids.org game will use a narrative framework to help children develop coding skills. Drawing on narrative transportation theory and character identification theory, TPT will commission two exploratory knowledge-building studies to investigate: To what extent and how do the narrative formats of the Code: SciGirls! online media affect girls' interest, beliefs, and behavioral intent towards coding and code-related careers? The studies aim to advance understanding of how media builds girls' motivation to pursue computer science experiences, a skill set critical to building tomorrow's workforce. The project team will also raise educators' awareness about the importance of gender equitable computer science instruction, and empower them with best practices to welcome, prepare and retain girls in coding. The Code: SciGirls! Activity Guide will provide educators with a relevant resource for engaging aspiring computer scientists. The new media and guide will also reside on PBSLearningMedia.org, reaching 1.2 million teachers, and will be shared with thousands of educators across the SciGirls CONNECT and National Girls Collaborative networks. The new episodes are anticipated to reach 92% of U.S. TV households via PBS, and the game at PBSKids.org will introduce millions of children to coding. The summative evaluation will examine the reach and impact of the episodes, game and new activities. PIs will share research findings and project resources at national conferences and will submit to relevant publications. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.