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

作     者：Mouza, Chrystalla Pan, Yi-Cheng Yang, Hui Pollock, Lori 

作者机构：Univ Delaware 116 W Main StWillard Hall Newark DE 19716 USA Univ Delaware Sch Educ Newark DE USA Univ Delaware Comp Sci Newark DE USA 

出 版 物：《JOURNAL OF EDUCATIONAL COMPUTING RESEARCH》 (J. Educ. Comput. Res.)

年 卷 期：2020年第58卷第5期

页      面：1029-1056页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

基　　金：National Science Foundation [1240905, 1639649] Direct For Computer & Info Scie & Enginr Division Of Computer and Network Systems Funding Source: National Science Foundation Direct For Computer & Info Scie & Enginr Division Of Computer and Network Systems Funding Source: National Science Foundation 

主　　题：computational thinking object-oriented programming informal learning environment equity mixed methods 

摘      要：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.