Developing Computational Thinking via Near-Peer Mentoring and Project-Based Learning

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Computer Applications for Learner Development in Diverse Contexts (Table 5)

Abstract

There is heightened attention to increasing the mathematical achievement and STEM identity development among historically marginalized students. Computational thinking (CT) development has been shown to support students’ mathematical concepts. This study assesses the role of near-peer mentoring and project-based learning in CT development. Data from pre and post surveys of students and mentors reveal a slight increase in CT understanding and mentor skill improvement. The study highlights the potential of near-peer mentoring and project-based learning to address barriers in STEM education and inform future interventions to support historically marginalized students.

Authors

• Stanley L. Johnson, University of California - Los Angeles

• Grace Ha Eun Kim, University of California - Los Angeles