Using an Equity, Diversity, and Inclusion Lens to Review Computational Thinking Research (Poster 12)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Engineering and Computer Science Education Posters

Abstract

Computational Thinking (CT) interventions are increasingly implemented in K-12 schools, exposing students to skills such as abstraction, algorithmic thinking, and data analysis. As CT research expands, an equity, diversity, and inclusion (EDI) lens is needed to examine unique identities of diverse student groups as a potential focal point of change. This work reviews the current state of CT literature and uncovers how K-12 school-based CT research attends to EDI issues. Findings show limited theoretical discussion or methodological inquiry addressing EDI questions. With the exception of a few studies that addressed gender or cultural relevance, most studies examined did not rigorously attend to EDI-related topics. This work identifies opportunities for CT researchers and suggestions are made for EDI-relevant research design.

Authors

• Julia Oas, University of Connecticut

• Bianca Montrosse-Moorhead, University of Connecticut

• Ido Davidesco, Boston College

• Dylan Boczar, University of Connecticut