Computer Science

Special Interest Group on Computer Science Education 2020 SIGCSE Technical Symposium; Portland, OR - CANCELLED

Event Date: 
Wed, 03/11/2020 (All day) to Sat, 03/14/2020 (All day)

Due to the COVID-19 pandemic, this symposium is cancelled.

To learn more, visit https://sigcse2020.sigcse.org/

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Conference on Computer Supported Education 12th International CSEDU Conference; Prague, Czech Republic - VIRTUAL

Event Date: 
Sat, 05/02/2020 (All day) to Mon, 05/04/2020 (All day)

Due to the COVID-19 pandemic, this conference will be held virtually.

To learn more, visit http://www.csedu.org/Home.aspx

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Computer-Using Educators 2020 Spring CUE National Conference; Palm Springs, CA - VIRTUAL

Event Date: 
Fri, 03/20/2020 (All day) to Sun, 04/05/2020 (All day)
Sponsoring Organization: 

Due to the COVID-19 pandemic, this conference will be held virtually.

To learn more, visit http://www.cvent.com/events/spring-cue-2020-conference/event-summary-c39...

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Computer-Using Educators 2019 Fall CUE National Conference; Rancho Cordova, CA

Event Date: 
Sat, 10/19/2019 (All day) to Sun, 10/20/2019 (All day)
Sponsoring Organization: 
Associated Dates and Deadlines: 

To learn more, visit https://cue.org/fall/

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What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children

Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the ScratchJr programming tool to create animated stories, collages, and games.

Author/Presenter: 
Amanda Strawhacker
Marina Umaschi Bers
Lead Organization(s): 
Year: 
2018
Short Description: 

This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention called ScratchJr.

The Computational Algorithmic Thinking (CAT) Capability Flow: An Approach to Articulating CAT Capabilities over Time in African-American Middle-school Girls

Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the solution based on some set of criteria.

Author/Presenter: 
Jakita Thomas
Lead Organization(s): 
Year: 
2018
Short Description: 

This paper explores the CAT Capability Flow, which begins to describe the processes and sub-skills and capabilities involve in computational algorithmic thinking (CAT). To do this, authors engage in an approach which results in an initial flowchart that depicts the processes students are engaging in as an iteratively-refined articulation of the steps involved in computational algorithmic thinking.

Exploring African American Middle-School Girls' Perceptions of Themselves as Game Designers

Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex games around broad themes.

Author/Presenter: 
Jakita O. Thomas
Rachelle Minor
O. Carlette Odemwingie
Lead Organization(s): 
Year: 
2017
Short Description: 

This paper explores African American middle-school girls' perspectives of their experience with the Supporting Computational Algorithmic Thinking (SCAT) project and perceptions of themselves as game designers.

Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change

Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the solution based on some set of criteria.

Author/Presenter: 
Jakita O. Thomas
Yolanda Rankin
Rachelle Minor
Li Sun
Lead Organization(s): 
Year: 
2017
Short Description: 

This article explores middle school girls' reflections about the difficulties they faced while using computational algorithmic thinking capabilities as they engaged in collaborative game design for social change. Authors focus on how these difficulties changed over the course of three years as well as new difficulties that emerged from year to year as girls become more expert game designers and computational algorithmic thinkers.

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