Building Capacity for Computational Thinking in Youth through Informal Education

Autor/inn/en	Mesiti, Leigh Ann; Parkes, Alana; Paneto, Sunewan C.; Cahill, Clara
Titel	Building Capacity for Computational Thinking in Youth through Informal Education
Quelle	In: Journal of Museum Education, 44 (2019) 1, S.108-121 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parkes, Alana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2018.1558656
Schlagwörter	Capacity Building; Thinking Skills; Middle School Students; High School Students; Learning Experience; Student Needs; Computer Science; Exhibits; Films; Mathematics; Science Education; Problem Solving; Scaffolding (Teaching Technique); Programming; Computer Attitudes; Females; Informal Education; Museums; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Lernerfahrung; Informatik; Film; Mathematik; Naturwissenschaftliche Bildung; Problemlösen; Programmierung; Weibliches Geschlecht; Informelle Bildung; Nichtformale Bildung; Museum; Museumswesen; Museen
Abstract	"Building Computational Thinkers," a three-year research study, explored how educators and designers can most effectively support the development of computational thinking capacity, and how these learning experiences could be customized to meet the needs of different learners. This research study focused on three specific exhibit design approaches that conveyed problem decomposition content in "The Science Behind Pixar" ("Pixar"), a 13,000 square foot traveling exhibition about the computer science, mathematics, and science behind Pixar's innovative films. Phase One investigated how novice learners could be supported to interact with exhibits and understand problem solving strategies that tackle complex, creative challenges in computer programming. Phase Two investigated the affordances of these exhibits to build capacity, feelings of efficacy, and interest in problem decomposition content in middle and high school youth. The findings in this paper describe the types of scaffolds that can be used to support computational thinking in novice youth, as well as how a combination of exhibit approaches were found to increase youth perceptions, understanding, and beliefs of computer programming. It will also discuss how two exhibit approaches worked particularly well for engaging girls in problem decomposition content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01