Girls Design with Code Club.
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| Title: | Girls Design with Code Club. |
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| Authors: | Maltese, Adam V. (AUTHOR), Paul, Kelli M. (AUTHOR), Yarza, Bárbara (AUTHOR), Penney, Lauren (AUTHOR) |
| Source: | Educational Technology Research & Development. Feb2024, Vol. 72 Issue 1, p405-423. 19p. |
| Subjects: | COVID-19 pandemic, Problem solving, Computer programming, Research personnel, Girls, Iterative learning control |
| Abstract: | In this manuscript, we describe a coding club we created and implemented during the COVID-19 pandemic. We were purposeful in creating the club to: (a) focus on design and problem solving as the basis for learning computer coding and (b) include elements to improve the engagement of girls. We ran multiple iterations of a Girls Design with Code Club that involved over 100 girls from 22 countries. We reviewed various sources of data to evaluate how our design and implementation of the coding clubs impacted the girls who participated. In an effort to share our learnings with other researchers and program providers, we share evidence of choices that we believe had positive impacts and others that we can improve in future iterations. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In this manuscript, we describe a coding club we created and implemented during the COVID-19 pandemic. We were purposeful in creating the club to: (a) focus on design and problem solving as the basis for learning computer coding and (b) include elements to improve the engagement of girls. We ran multiple iterations of a Girls Design with Code Club that involved over 100 girls from 22 countries. We reviewed various sources of data to evaluate how our design and implementation of the coding clubs impacted the girls who participated. In an effort to share our learnings with other researchers and program providers, we share evidence of choices that we believe had positive impacts and others that we can improve in future iterations. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-023-10292-3 |
