Equitable Computer Science Teaching: Implementation and Outcomes From Middle School Students

• In Event: Engagement and Persistence in Computing Disciplines

Abstract

This study reports on the design, implementation, and outcomes of an after-school program on computational thinking, founded through a partnership between university faculty, undergraduates, teachers and students. Specifically, the study examines how equitable pedagogical practices were applied and their impact on middle school students’ learning of computer science concepts, computational practices, and attitudes towards computing. Data were collected from program observations, undergraduate reflections, computer science assessments, programming products, and attitude surveys. Results indicated that the program positively influenced student learning and attitudes towards computing. Findings have implications for the design of effective learning experiences that broaden participation in computing.

Authors

• Chrystalla Mouza, University of Delaware

• Alison Marzocchi, University of Delaware

• Yi-Cheng Pan, University of Delaware

• Lori Pollock, University of Delaware