Interaction effects of race and gender in elementary CS attitudes: A validation and cross-sectional study

Vandenberg, Jessica; Rachmatullah, Arif; Lynch, Collin F.; Boyer, Kristy Elizabeth; Wiebe, Eric N.

doi:10.1016/j.ijcci.2021.100293

Cited by 18 publications

(10 citation statements)

References 50 publications

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“…Es cierto que en la literatura científica se indican mayores puntuaciones en cuanto al género masculino (Vandenberg et al, 2021;Del Olmo-Muñoz, et al, 2022), sin embargo, hay constancia de que la diferencia de género en el ámbito de la computación y la informática dependen del contexto sociocultural en el que se encuentren los estudiantes (Rachmatullah, et al, 2022) y de que interfieren los estereotipos de género inculcadas en edades tempranas (Master, et al, 2021). Hoy en día, en las sociedades desarrolladas, cada vez más alumnas se interesan por los estudios del ámbito científico gracias a la educación universal y al interés creciente en desarrollar estrategias de enseñanza-aprendizaje con perspectiva de género (Torres-Torres et al, 2021).…”

Section: Discussionunclassified

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

Durán¹,

García-Fernández²,

Galán³

2023

Red

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Computer Literacy is a reality in current educational legislation. Within the STEAM competence approach, music education and the development of Computational Thinking (CT) are located in this discipline. In this work, unplugged musical activities are designed based on the Bebras challenges, and their effectiveness is evaluated in terms of CT development in students. A quasi-experimental study was carried out with pre-post test measures in a group of 220 Primary School students (experimental, N = 170; control, N = 50). The experimental group performed three blocks of unplugged musical activities. Computational Thinking Test using Bebras Problems (Lockwood and Moone, 2018) was used as an instrument. Variables of gender, course, environment and academic ability were taken into account. The results show a significant increase in CT in the experimental group at a general level and in the Bebras activities of medium and advanced levels of difficulty. Schoolchildren from the rural context showed higher scores in CT development compared to the urban one. No significant differences are observed in the rest of the variables. Finally, a higher level of correct answers was observed in "easy" activities, greater completion of "medium" activities and a decrease in both in "advanced" activities. La Alfabetización Computacional es una realidad en las legislaciones educativas actuales. Dentro del enfoque competencial STEAM, se ubica la educación musical y el desarrollo del Pensamiento Computacional (PC) en esta disciplina. En este trabajo se diseñan actividades musicales desenchufadas desde los desafíos de Bebras y se evalúa su eficacia en cuanto al desarrollo del PC en estudiantes. Se realizó un estudio cuasi-experimental con medidas pre-post test en un grupo de 220 escolares de Educación Primaria (experimental, N = 170; control, N = 50). El grupo experimental realizó tres bloques de actividades musicales desenchufadas. Como instrumento se utilizó Computational Thinking Test using Bebras Problems (Lockwood y Moone, 2018). Se tuvieron en cuenta variables de género, curso, entorno y capacidad académica. Los resultados muestran aumento significativo del PC en el grupo experimental a nivel general y en las actividades de Bebras de niveles medio y avanzado de dificultad. Los escolares de contexto rural mostraron puntuaciones mayores en el desarrollo del PC en comparación con el urbano. No se observan diferencias significativas en el resto de variables. Por último, se observó mayor nivel de respuestas correctas en actividades “fáciles”, mayor cumplimentación de actividades “medias” y descenso de ambas en actividades “avanzadas”.

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Section: Discussionunclassified

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

Durán¹,

García-Fernández²,

Galán³

2023

Red

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“…Being exposed to negative CS-stereotypes, students in the stereotyped group (here girls) tend to endorse those beliefs (Plante et al, 2013;Vandenberg et al, 2021) which negatively impacts their performance, motivation, and career intentions (Master and Meltzoff, 2020;Plante et al, 2013;Vandenberg et al, 2021). For instance, Cheryan et al (2013) found that women who were presented non-stereotypical views on computer scientists were more likely to express an interest in majoring in CS.…”

Section: The Influence Of Social and Structural Barriers On Learning-...mentioning

confidence: 99%

“…reducing significant differences between initially low and high performers), and self-efficacy equity (i.e. reducing significant differences between students who have low or high self-efficacy), one must not neglect the importance of equity in terms of socioeconomic status (Vandenberg et al, 2021;Wang and Hejazi Moghadam, 2017).…”

Section: Introduction and Related Workmentioning

confidence: 99%

A case for co-construction with teachers in curricular reform: Introducing computer science in primary school

El-Hamamsy

Bruno

Kovacs

et al. 2022

Proceedings of the 24th Australasian Computing Education Conference

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With the introduction of Computer Science (CS) into curricula worldwide, researchers have investigated whether CS could be introduced transversally, as a support other disciplines. Few however consider both student learning and the teachers' perspective in their assessments. In a co-constructive approach to translational research, we collaborated with teachers, in two case studies involving two classes each, to investigate how CS content could be used transversally. More specifically, teacher inputs and student learning data were combined in a mixed methods analysis to determine whether two CS Unplugged (CSU) activities from the curriculum could be leveraged to teach disciplinary content in primary school. The findings indicated that the CSU activities could be leveraged for maths and spelling, but require validation at a larger scale. More important, though, are the takeaways of the co-constructive experience with teachers. Interestingly the benefits of co-construction went both ways. While researchers gained a deeper understanding of the effectiveness of the activities, teachers i) appreciated having detailed student learning analyses, devoid of biases and impressions, ii) changed their perspective about researchers, and iii) were open to other collaborative research initiatives which they found to be drivers of change and innovation in their practice. The way co-construction was approached also impacted the teachers' perception of their experience. Indeed, while one study was researcher-driven and included teachers, the other was teacherdriven and included researchers. When teacher-driven, the teachers felt they had a more active role, thus reflecting more on the study design, results and implications. Provided the positive impact that co-construction may have on innovation in teacher practices, different co-construction modalities must be investigated, as well as their implications on all stakeholders, including researchers.

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“…Day 1/Week 1: The day 1 activity started with welcoming students, taking the CS assessment test consisting of 10 block based programming questions [29], and completing a CS attitude survey consisting of 11 questions [28]. The goal of the pre-data collection was to capture students' existing CS knowledge and CS attitudes before they participated in the learning activities.…”

Section: Remote Cs Learning Activitiesmentioning

confidence: 99%

“…Students completed a demographics survey, a validated CS attitude survey [28] and a CS learning assessment test [29] prior to and after participating in the camp. Students were also asked to complete a learning assessment test after each collaborative coding activity (Days 3, 4, and 5).…”

Section: Datamentioning

confidence: 99%

It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students

Ruiz

Brown

et al. 2022

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education

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The COVID-19 pandemic shifted many U.S. schools from in-person to remote instruction. While collaborative CS activities had become increasingly common in classrooms prior to the pandemic, the sudden shift to remote learning presented challenges for both teachers and students in implementing and supporting collaborative learning. Though some research on remote collaborative CS learning has been conducted with adult learners, less has been done with younger learners such as elementary school students. This experience report describes lessons learned from a remote afterschool camp with 24 elementary school students who participated in a series of individual and paired learning activities over three weeks. We describe the design of the learning activities, participant recruitment, group formation, and data collection process. We also provide practical implications for implementation such as how to guide facilitators, pair students, and calibrate task difficulty to foster collaboration. This experience report contributes to the understanding of remote CS learning practices, particularly for elementary school students, and we hope it will provoke methodological advancement in this important area. CCS CONCEPTS• Social and professional topics → K-12 education.

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Interaction effects of race and gender in elementary CS attitudes: A validation and cross-sectional study

Cited by 18 publications

References 50 publications

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

A case for co-construction with teachers in curricular reform: Introducing computer science in primary school

It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students

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