An Investigation of a Design Space Among Underserved and Underrepresented High School Learners

• In Event: 45.062 - Perspectives on Technologies + Pedagogies

Abstract

In this qualitative case study, high school underserved and underrepresented students engaged in STEM-based active learning experiences to foster computational thinking skills. Data analyzed for this study included field notes and videos. The students practiced factors of computational thinking while engaging in autonomous learning, peer collaboration, and communication. Students demonstrated persistence in the midst of coding or design failures. When persistence resulted in meeting a personal goal, the students celebrated their own success. The significance of the findings may inform educators of the potential of an active learning experience like a DesignSpace utilizing Ozobots, to build the factors of computational thinking and to engage students in autonomous learning among underserved and underrepresented high school students.

Authors

• Laurie O. Campbell, University of Central Florida

• Samantha Heller, University of Central Florida