Elementary Coding Attitudes Upon Virtual Computational Thinking Instruction

• In Event: AERA Poster Session 1
  In Poster Session: Computational Thinking and the Learner and Educator Experience (San Diego)

Abstract

Despite the growing initiatives in K-12 computer science (CS), the disparity in participation of Latinx students, a historically underrepresented group, calls for more insights on the early development of CS attitudes. This study aims to explore coding attitudes of fourth grade students who underwent a year-long, remote coding curriculum during the COVID-19 pandemic. Using the Expectancy-Value Theory framework, pre-post survey responses on coding attitudes were analyzed to understand shifts in Interest, Confidence, Utility, Social Influences, and Perception of Coders. In the order to contribute knowledge that can address disparities in CS, this study also questions whether a student's gender or designation as an English Language Learner (ELL) interacts with coding attitudes survey outcomes.

Authors

• Leiny Garcia, University of California - Irvine

• Mark Warschauer, University of California - Irvine