Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4470
Title: SciGirls Code: Computational Participation and Computer Science with Middle School Girls
Authors: Scharber, Cassie
Peterson, Lana
Chang, Yu-Hui
Barksdale, Sarah
Sivaraj, Ramya
Constantine, Angelina
Englund, Jennifer
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Scharber, C., Peterson, L., Chang, Y., Barksdale, S., Sivaraj, R., Constantine, A., & Englund, J. (2019). SciGirls Code: Computational Participation and Computer Science with Middle School Girls. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 616-619). Lyon, France: International Society of the Learning Sciences.
Abstract: SciGirls Code is a project comprised of 16 STEM outreach programs that provided 160+ middle school girls with computational thinking (CT) and coding skills between September 2017- June 2018. The research study investigates the ways in which these learning experiences impact girls' development of CT; interest and attitudes toward computer science; and their understandings of how participation in creation with technology impacts themselves and the world around them. Utilizing a qualitative multi-site case study design, the study found that a connected learning approach boosted the development of girls' CT skills, positively impacted attitudes towards computing pathways/careers, and increased understandings of computational participation. In addition, the educational experiences happening throughout the SciGirls Code program exemplifies the 4E learning model. Implications include how technology can be leveraged towards creating an inherently collaborative setting, acknowledging social, emotional, cultural, technological, and cognitive intersections in learning.
URI: https://doi.dx.org/10.22318/cscl2019.616
https://repository.isls.org//handle/1/4470
Appears in Collections:CSCL 2019

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