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Girls Design with Code Club.

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Title: Girls Design with Code Club.
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]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="AR" term="%22Maltese%2C+Adam+V%2E%22">Maltese, Adam V.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Paul%2C+Kelli+M%2E%22">Paul, Kelli M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yarza%2C+Bárbara%22">Yarza, Bárbara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Penney%2C+Lauren%22">Penney, Lauren</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+programming%22">Computer programming</searchLink><br /><searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Girls%22">Girls</searchLink><br /><searchLink fieldCode="DE" term="%22Iterative+learning+control%22">Iterative learning control</searchLink>
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  Data: 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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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11423-023-10292-3
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              Text: Feb2024
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