Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/922
Title: Becoming a Computer Scientist: Early Results of a Near-Peer and Social Justice Program with Latino/a Children
Authors: Denner, Jill
Martinez, Jacob
Thiry, Heather
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Denner, J., Martinez, J., & Thiry, H. (2014). Becoming a Computer Scientist: Early Results of a Near-Peer and Social Justice Program with Latino/a Children. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1007-1011.
Abstract: This report describes the results of a pilot study of CSteach, an afterschool program designed to get Latino/a students on the pathway to becoming a computer scientist. The hypothesis was that a social justice perspective and the use of near-peer teachers are motivating for elementary school children with little prior exposure to computer science. Using a mixed-methods approach, the study employed pre-post surveys, focus group interviews, observations, and an assessment rubric for student projects. The data show measurable increases in students' computer science identities, capabilities, and networks of support, and provide information that was used to strengthen the next phase of the program. High school-aged near-peer teachers also benefited from the program. They described growth in their leadership and communication skills and recognized their position as role models for the younger students. The paper has implications for designing culturally relevant learning environments.
URI: https://doi.dx.org/10.22318/icls2014.1007
https://repository.isls.org//handle/1/922
Appears in Collections:ICLS2014

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