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Culturally Relevant Computer Science Pedagogy: From Theory to Practice

机译：文化相关的计算机科学教育学：从理论到实践

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摘要

Recent initiatives to broaden participation in computing aim to provide increased computer science (CS) access and opportunity for underrepresented K-12 students. Researchers have identified challenges related to teaching CS courses in sways that ensure underrepresented student populations are engaged, interested, and motivated to participate in computing coursework, including making course content relevant to students' lives and interests. An emerging area of scholarship proposes merging culturally relevant pedagogy with CS in order to develop engaging and rigorous computing instruction for diverse groups of students. Much of this work has been theoretical rather than practical; thus, we present case studies of three programs to describe practice-based examples of culturally relevant computer science teaching and learning. Consistent themes across the instructional practices we share include engagement and relevance; confidence and identity; and social justice. These foundational practical applications of culturally relevant CS education can inform efforts to enhance engagement, preparation, participation, and persistence in computing for underrepresented students toward successfully addressing inclusion, diversity, and equity.
机译：近期扩大计算的举措旨在提供更高的计算机科学（CS）访问和代表性K-12学生的机会。研究人员已经确定了与教学CS课程相关的挑战，以确保经验丰富的学生人口从事，有兴趣和有动力参与计算课程，包括使与学生的生命和利益相关的课程内容。新兴奖学金地区建议将文化相关的教育学与CS合并，以便为各种学生群体开发参与和严格的计算指导。这项工作的大部分都是理论而非实际的;因此，我们展示了对三个方案的案例研究来描述基于实践的文化相关的计算机科学教学和学习的例子。我们分享的教学实践中的一致主题包括参与和相关性;信心和身份;和社会正义。这些文化相关的CS教育的基础实际应用可以努力加强在为成功解决包容，多样性和公平的申请学生计算中的参与，准备，参与和持续性。

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