Broadening Participation in Computing: Promoting Affective and Cognitive Learning in Informal Spaces

Autor/inn/en	Yang, Hui; Codding, Diane; Mouza, Chrystalla; Pollock, Lori
Titel	Broadening Participation in Computing: Promoting Affective and Cognitive Learning in Informal Spaces
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 65 (2021) 2, S.196-212 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-020-00562-9
Schlagwörter	Informal Education; Computer Science Education; Program Descriptions; Partnerships in Education; Computer Literacy; Lesson Plans; Case Studies; Universities; Culturally Relevant Education; Program Design; Student Attitudes; Comparative Analysis; Outcomes of Education; Library Services + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Computer science lessons; Informatikunterricht; Hochschulpartnerschaft; Computerkenntnisse; Lesson planning; Unterrichtsplanung; Case study; Fallstudie; Case Study; University; Universität; Programme design; Programmaufbau; Programmplanung; Schülerverhalten; Lernleistung; Schulerfolg; Bibliotheksarbeit
Abstract	In this work we examine youth learning in an informal computing program implemented through a library-university partnership. In particular, we introduce and illustrate a culturally responsive computing framework which served as a foundation for the design of the program. Subsequently, we examine youth collaboration as well as affective and cognitive learning outcomes. Data were collected from university program facilitators and 30 youth over one semester. Data were collected through observations, lesson plans, computational artifacts and interviews with two case study youth. Results indicated that youth formed a variety of learning communities during the collaborative development of computing artifacts. Frequent participants were found to work with a greater number of peers compared to less frequent participants. Results from case study participants also indicated improvements in their computational competencies. Findings from this work have implications for the design of informal learning environments that help broaden participation in computing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01