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CAREER: Supporting Computational Algorithmic Thinking (SCAT)--Exploring the Development of Computational Algorithmic Thinking Capabilities in African-American Middle School Girls

The project at Spelman College includes activities that develop computational thinking and encourage middle school, African-American girls to consider careers in computer science. Over a three-year period, the girls attend summer camp sessions of two weeks where they learn to design interactive games. Experts in Computational Algorithmic Thinking as well as undergraduate, computer science majors at Spelman College guide the middle-school students in their design of games and exploration of related STEM careers.

Project URL: 
http://jthoma41.wix.com:80/scat
Lead Organization(s): 
Spelman College
Award Number: 
1150098
Funding Period: 
Sun, 07/15/2012 - Fri, 06/30/2017
Full Description: 

The Supporting Computational Algorithmic Thinking (SCAT) project at Spelman College includes activities that develop computational thinking and encourage middle school, African-American girls to consider careers in computer science. Over a three-year period, the girls attend summer camp sessions of two weeks where they learn to design interactive games. They participate in workshops, field trips, and game-design competitions. Experts in Computational Algorithmic Thinking as well as undergraduate, computer science majors at Spelman College guide the middle-school students in their design of games and exploration of related STEM careers.

Research on the development of Computational Algorithmic Thinking is an integral part of the project. The researcher is investigating how middle-school girls develop computational thinking and problem solving skills. Game design has been shown to be an area that is attractive to adolescents and it requires extensive problem solving and computational algorithmic thinking. Within the context of designing games individually and within groups, the researcher is assessing how the girls develop computational algorithmic thinking, and what difficulties they experience. Researchers are also assessing how the project experiences influence the students' self-perceptions of themselves as problem solvers. At the same time, the girls engaged in educational experiences where they are expected to gain knowledge in mathematics, programming, and reasoning, as well as game design. Research data consists of artifacts that the students have created, observations, participant journals, and interviews.

Computational Algorithmic Thinking is an essential skill for most STEM careers. African-American women are underrepresented in many STEM fields and especially in computer science. The goals of the project are to prepare girls with these essential skills and to increase their confidence in participating in STEM education. The project is also exposing participating girls to a wide variety of STEM careers. In addition, the materials, lesson plans, and activities generated in the project are available to be used, without charge, by other groups interested in designing similar programs.

CAREER: Supporting Computational Algorithmic Thinking (SCAT)--Exploring the Development of Computational Algorithmic Thinking Capabilities in African-American Middle School Girls

SciJourner Volume 2, Issue 2

Submitted by Joseph Polman on Wed, 08/25/2010 - 6:20pm
in
Author(s): 
SciJourners
Contact Info: 
polman@umsl.edu
Publication Type: 
Other
Publication Date: 
2010
File: 
application/pdf icon
SciJourner_v2no2.pdf

The second print edition from academic year 2010-11 of our student written science news publication, in pdf format. This is meant to be printed on large format paper, and folded, but it can be viewed online.

SciJourner Volume 2, Issue 1

Submitted by Joseph Polman on Wed, 08/25/2010 - 6:17pm
in
Author(s): 
SciJourners
Contact Info: 
polman@umsl.edu
Publication Type: 
Other
Publication Date: 
2009
File: 
application/pdf icon
SciJourner_v2no1.pdf

The first print edition from academic year 2010-11 of our student written science news publication, in pdf format. This is meant to be printed on large format paper, and folded, but it can be viewed online.

SciJourner Volume 1, Issue 4

Submitted by Joseph Polman on Wed, 08/25/2010 - 6:14pm
in
Author(s): 
SciJourners
Contact Info: 
polman@umsl.edu
Publication Type: 
Other
Publication Date: 
2009
File: 
application/pdf icon
SciJourner_v1no4.pdf

The fourth print edition from summer 2009 of our science news publication, in pdf format. The articles in this edition, unlike the others, are written by high school teachers who participated in our summer PD.

SciJourner Volume 1, Issue 3

Submitted by Joseph Polman on Wed, 08/25/2010 - 6:11pm
in
Author(s): 
SciJourners
Contact Info: 
polman@umsl.edu
Publication Type: 
Other
Publication Date: 
2009
File: 
application/pdf icon
SciJourner_v1no3.pdf

The third print edition from summer 2009 of the student science news publication, in pdf format.

SciJourner Volume 1, Issue 2

Submitted by Joseph Polman on Wed, 08/25/2010 - 5:55pm
in
Author(s): 
SciJourners
Publication Type: 
Other
Publication Date: 
2009
File: 
application/pdf icon
SciJourner_v1no2.pdf

The second print issue from summer 2009 of the student science news publication, in pdf format.

SciJourner Volume 1, Issue 1

Submitted by Joseph Polman on Wed, 08/25/2010 - 5:51pm
in
Author(s): 
SciJourners
Publication Type: 
Other
Publication Date: 
2009
File: 
application/pdf icon
SciJourner_v1no1.pdf

The first print edition from summer 2009 of the student science news publication, in pdf format.

A cognitive apprenticeship for science literacy based on journalism

Submitted by Joseph Polman on Wed, 08/25/2010 - 5:17pm
in
Author(s): 
Polman, Joseph L.
Saul, E. Wendy
Newman, Alan
Farrar, Cathy
Singer, Nancy
Turley, Eric
Pearce, Laura
Hope, Jennifer
McCarty, Glenda
Graville, Cynthia
Contact Info: 
polman@umsl.edu
Publication Type: 
Proceedings
Publication Date: 
In Press
File: 
application/pdf icon
polman-etal2010-scijourn-icls.pdf

Abstract: The Science Literacy through Science Journalism (SciJourn) project aims to reframe the discussion of science literacy for citizenship, and explore how science journalism practices can be used to inform a cognitive apprenticeship that increases the science literacy of participants. This symposium features four paper presentations that report on the progress of the SciJourn project. We report on the development of standards for science content literacy based on the expertise exhibited by science journalists, assessment measures for science literacy, and assessment measures for engagement with science and technology. Finally, we describe our efforts aimed at apprenticing high-school aged learners into a science journalism community of practice spanning multiple schools and a community-based organization

Citation for the paper is: Polman, J. L., Saul, E. W., Newman, A., Farrar, C., Singer, N., Turley, E., Pearce, L.,Hope, J., McCarty, G., and Graville, C. (2010). A cognitive apprenticeship for science literacy based on journalism. In K. Gomez, Lyons, L., & Radinsky, J. (Ed.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 61-68). Chicago, IL: International Society of the Learning Sciences.

CLUSTER: Investigating a New Model Partnership for Teacher Preparation (Collaborative Research: Gupta)

This project integrates the informal and formal science education sectors, bringing their combined resources to bear on the critical need for well-prepared and diverse urban science teachers. The study is designed to examine and document the effect of this integrated program on the production of urban science teachers. This study will also research the impact of internships in science centers on improving classroom science teaching in urban high schools.

Lead Organization(s): 
New York Hall of Science
Award Number: 
0554262
Funding Period: 
Sat, 04/01/2006 - Thu, 03/31/2011
CLUSTER: Investigating a New Model Partnership for Teacher Preparation (Collaborative Research: Gupta)

Science Literacy through Science Journalism (SciJourn)

This project aims to develop, pilot, and evaluate a model of instruction that advances the scientific literacy of high school students by involving them in science journalism, and to develop research tools for assessing scientific literacy and engagement. We view scientific literacy as public understanding of and engagement with science and technology, better enabling people to make informed science-related decisions in their personal lives, and participate in science-related democratic debates in public life.

Project URL: 
http://www.scijourn.org
http://www.scijourner.org
https://www.facebook.com/scijourner
Project Email: 
scijourn@umsl.edu
Lead Organization(s): 
University of Missouri, St. Louis
Partner Organization(s): 
Saint Louis Science Center
Award Number: 
0822354
Funding Period: 
Mon, 09/01/2008 - Fri, 08/31/2012
Project Evaluator: 
Brian Hand, University of Iowa
Science Literacy through Science Journalism (SciJourn)
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