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This study examined student learning outcomes from a middle school computer science (CS) curriculum developed through a researcher and practitioner partnership (RPP) project. The curriculum is based on students creating mobile apps that serve community and social good. We collected two sets of data from 294 students in three urban districts: (1) pre- and post-survey responses on their learning experiences and attitudes toward learning CS and creating community-serving apps; (2) the apps created by those students. The analysis of student apps indicated that students were able to create basic apps that connected with their personal interests, life experiences, school community, and the larger society. Students were significantly more confident in coding and creating community-focused apps after completing the course, regardless of gender, race/ethnicity, and grade. However, their interest in solving coding problems and continuing to learn CS decreased afterward. Analyses of students’ attitudes by gender, grade, and race/ethnicity showed significant differences among students in some groups. Seventh-grade students rated more positive on their attitudes than eighth graders. Students identifying with different race/ethnicity groups indicated significantly different attitudes, especially students identifying as Southeast Asian, Black/African American, and Hispanic/Latino. Self-identified male students also reported stronger interest and more positive attitudes overall than self-identified female students. Students also reported positive experiences in learning how to create real apps serving their community, while there were disparities in their experiences with coding in general and some of the instructional tools used in the class.
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Accessible physics for all: Providing equity of access for high school physics with extended experimentation and data analysis
InquirySpace, a National Science Foundation funded project at the Concord Consortium brings independent experimentation and data analysis using sensors and free software into high school science classrooms. The project is in one classroom that practices full inclusion for ninth grade physics. Last year, nearly half of the students (9 of 20) were on IEPs for a variety of learning disabilities, including dyslexia, autism, and other health-related impairments. Two additional students also faced learning challenges but were not on individualized plans. The reading level of these students ranged from second grade to seventh grade. Effective accommodations are shared.
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- Award ID(s):
- 1621301
- PAR ID:
- 10385468
- Date Published:
- Journal Name:
- Science teacher
- Volume:
- 87
- Issue:
- 9
- ISSN:
- 0036-8547
- Page Range / eLocation ID:
- 54-58
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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