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A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program by Chrystalla Mouza; Yi-Cheng Pan; Hui Yang; Lori Pollock is a Social Sciences article available to read on EtoBox.

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In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school–university partnership. Data were collected from 138 students over a 2.5-year period. Data sources included pre–post content assessments of computational concepts related to programming in addition to computational artifacts and interviews with a purposeful sample of 12 participants. Quantitative data were analyzed using statistical methods to identify gains in pre- and post-learning of computational thinking concepts and examine potential gender differences. Interview data were analyzed qualitatively. Results indicated that students made significant gains in their learning of computational thinking concepts and that gains persisted over time. Results also revealed differences in learning of computational thinking concepts among boys and girls both at the beginning and end of the program. Finally, results from student interviews provided insights into the development of computational thinking practice

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Author

Chrystalla Mouza; Yi-Cheng Pan; Hui Yang; Lori Pollock

Publisher

Baywood Publishing Company; SAGE Publications; SAGE Publications Inc.; Metapress (ISSN 0735-6331)

Published

2020

Language

EN

Field

Social Sciences