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Creators/Authors contains: "Veng, S"

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  1. ; ; (, Proceedings of Society for Information Technology & Teacher Education International Conference)
    Cohen, J; Solano, G (Ed.)
    There has been a growing interest in teaching computer science (CS) concepts to students at a younger age. Increasingly, block-based programming has been used in place of traditional text-based programming languages, like Python, in K-12 education. However, little empirical research has been conducted to compare the combination of the former and physical computing with the latter. This study aimed to address this gap by comparing the attitudes and perceptions of elementary school students in the two approaches in a six-week afterschool program. The findings from the experiment indicated that students’ attitudes and perceptions toward computing were more positive when using physical computing. These findings suggest potential pedagogical implications and future research directions. 
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    Accepted Manuscript Full Text Available
  2. ; ; (, Proceedings of Society for Information Technology & Teacher Education International Conference)
    This work examines the application of high-quality pedagogical practices in the design and implementation of an after-school physical computing program aimed at providing middle school students with access to computer science (CS) education. It subsequently examines how the program influenced students’ learning of CS concepts and attitudes towards computing. The program was designed and implemented through a school-university partnership, and 66 middle school students voluntarily participated. There were two cohorts of students in the study. Results indicate that the program had a positive impact on students’ understanding of CS concepts, and a significant impact on attitudes towards computing was seen among those in the second cohort. Implications are drawn for the design of informal after-school programs aimed at broadening participation in computing. 
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    Accepted Manuscript Full Text Available