Addressing Dilemmas in the Design of Diverse Informal Learning Environments That Support Youth Computational Thinking
Hui Yang · Proceedings of the 2019 AERA Annual Meeting · 2019
This work examines the design of computer science informal learning programs in two public libraries offered through a university-library partnership.Specifically, the work focuses on dilemmas encountered by program facilitators when designing informal environments that focus on engaging culturally diverse youth with CT concepts.We analyzed over 40 reflection journals from program facilitators, illustrating content selection, pedagogical decisions, and the application of culturally relevant frameworks related to the design of the computing environment.Findings of this study provided insights related to the design, implementation and outcomes of informal computing programs for youth from diverse backgrounds. Purpose & PerspectivesComputational Thinking (CT) involves skills that help youth analyze and solve real-world problems drawing on computer science (CS) principles (Wing, 2006).According to Wing, "CT is a fundamental skill for everyone, not just for computer scientists" (p.33).Many youth, however, experience new technologies in their daily lives as consumers while few have opportunities to create computing innovations and develop CT skills (Repenning et al., 2015).Although efforts have been made to increase access to CS, participants continue to represent a fairly homogeneous group (Astrachan, Cuny, Stephenson, & Wilson, 2011).Certain populations, such as females and non-Asian minorities, remain severely underrepresented in computing (Cuny, 2012).To address this inequity, research suggests promoting local partnerships with both formal and informal