A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

Autor/inn/en	Mouza, Chrystalla; Pan, Yi-Cheng; Yang, Hui; Pollock, Lori
Titel	A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program
Quelle	In: Journal of Educational Computing Research, 58 (2020) 5, S.1029-1056 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mouza, Chrystalla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120905605
Schlagwörter	After School Programs; Thinking Skills; Computer Science Education; Repetition; Student Participation; Gender Differences; Program Effectiveness; College School Cooperation; Programming; Informal Education; Concept Formation; Student Attitudes; Elementary School Students; Middle School Students; Achievement Gains + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Denkfähigkeit; Computer science lessons; Informatikunterricht; Wiederholung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt; Programmierung; Informelle Bildung; Nichtformale Bildung; Concept learning; Begriffsbildung; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Achievement gain; Leistungssteigerung
Abstract	In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school-university partnership. Data were collected from 138 students over a 2.5-year period. Data sources included pre-post content assessments of computational concepts related to programming in addition to computational artifacts and interviews with a purposeful sample of 12 participants. Quantitative data were analyzed using statistical methods to identify gains in pre- and post-learning of computational thinking concepts and examine potential gender differences. Interview data were analyzed qualitatively. Results indicated that students made significant gains in their learning of computational thinking concepts and that gains persisted over time. Results also revealed differences in learning of computational thinking concepts among boys and girls both at the beginning and end of the program. Finally, results from student interviews provided insights into the development of computational thinking practices and perspectives over time. Results have implications for the design of after-school computing programs that help broaden participation in computing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01