Bibliographie complète
Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change
Type de ressource
Article de revue
Auteurs/contributeurs
- Thomas, Jakita O. (Auteur)
- Rankin, Yolanda (Auteur)
- Minor, Rachelle (Auteur)
- Sun, Li (Auteur)
Titre
Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change
Résumé
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the solution based on some set of criteria. CAT is an important scaffolded on-ramp as students develop more advanced computational thinking capabilities and apply computational thinking to solve problems that are more constrained and require greater expertise. Supporting Computational Algorithmic Thinking (SCAT) is both a longitudinal between-subjects research project and a free enrichment program supporting and guiding African-American middle school girls over three years as they iteratively design a set of complex games for social change. This article explores Scholars' reflections about the difficulties they faced while using CAT capabilities as they engaged in collaborative game design for social change over those three years. We particularly focus on how these difficulties changed over the course of three years as well as new difficulties that emerged from year to year as Scholars become more expert game designers and computational algorithmic thinkers.
Publication
Computer Supported Cooperative Work
Volume
26
Numéro
4-6
Pages
389–421
Date
1 décembre 2017
Abrév. de revue
Comput. Supported Coop. Work
Langue
Anglais
ISSN
0925-9724
Consulté le
04/07/2021 13:22
Catalogue de bibl.
December 2017
Référence
Thomas, J. O., Rankin, Y., Minor, R. et Sun, L. (2017). Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change. Computer Supported Cooperative Work, 26(4‑6), 389‑421. https://doi.org/10.1007/s10606-017-9292-y
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