ABSTRACT

We recommend the conceptualization of computing as a critical literacy, and ground this conceptualization in considerations of historical and current realities in computing. The frameworks of connected learning and computational participation are recommended as guides for doing critical computing literacy. We present the findings from an interpretive case study of the SciGirls Code (SGC) program. This program was piloted with 16 after–school programs for middle school girls that engaged them in computer science (NSF #1543209). This research investigated girls’ learning, attitudes, and participation involving 84 participants across 11 sites aged 10-14 and in 5th-8th grades. Through sharing a vignette from one site and highlighting findings from this study, we illustrate ways to do critical computing literacy and examine the potential of using connected learning and computational participation in designing more equitable computer science education offerings.

摘要

我们建议将计算概念化为一种批判性素养，并将这种概念化基于对计算历史和当前现实的考虑。推荐将连接学习和计算参与的框架作为进行关键计算素养的指南。我们介绍了SciGirls Code (SGC) 计划的解释性案例研究的结果。该计划在 16 个针对从事计算机科学的中学女生的课后计划中进行了试点 (NSF #1543209)。这项研究调查了女孩的学习、态度和参与，涉及 11 个地点 10-14 岁和 5-8 年级的 84 名参与者。通过分享一个网站的小插图并突出这项研究的发现，我们说明了如何进行批判性计算素养并检查使用连接学习和计算参与设计更公平的计算机科学教育产品的潜力。