arXiv subjects

Luis Morales-Navarro

Publications and source records attributed to Luis Morales-Navarro.

21 records · Page 2Linked to original sources

arXiv2023

Designing Bugs or Doing Another Project: Effects on Secondary Students' Self-Beliefs in Computer Science

Debugging, finding and fixing bugs in code, is a heterogeneous process that shapes novice learners' self-beliefs and motivation in computing. Our Debugging by Design intervention (DbD) provocatively puts students in control over bugs by having them collaborate on designing creative buggy projects during an electronic textiles unit in an introductory computing course. We implemented DbD virtually in eight classrooms with two teachers in public schools with historically marginalized populations, using a quasi-experimental design. Data from this study included post-activity results from a validated survey instrument (N=144). For all students, project completion correlated with increased computer science creative expression and e-textiles coding self-efficacy. In the comparison classes, project completion correlated with reduced programming anxiety, problem-solving competency beliefs, and programming self-concept. In DbD classes, project completion is uniquely correlated with increased fascination with design and programming growth mindset. In the discussion, we consider the relative benefits of DbD versus other open-ended projects.

cs.CY↗

arXiv2023

Making Sense of Machine Learning: Integrating Youth's Conceptual, Creative, and Critical Understandings of AI

Understanding how youth make sense of machine learning and how learning about machine learning can be supported in and out of school is more relevant than ever before as young people interact with machine learning powered applications everyday; while connecting with friends, listening to music, playing games, or attending school. In this symposium, we present different perspectives on understanding how learners make sense of machine learning in their everyday lives, how sensemaking of machine learning can be supported in and out of school through the construction of applications, and how youth critically evaluate machine learning powered systems. We discuss how sensemaking of machine learning applications involves the development and integration of conceptual, creative, and critical understandings that are increasingly important to prepare youth to participate in the world.

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arXiv2023

Conceptualizing Approaches to Critical Computing Education: Inquiry, Design and Reimagination

As several critical issues in computing such as algorithmic bias, discriminatory practices, and techno-solutionism have become more visible, numerous efforts are being proposed to integrate criticality in K-16 computing education. Yet, how exactly these efforts address criticality and translate it into classroom practice is not clear. In this conceptual paper, we first historicize how current efforts in critical computing education draw on previous work which has promoted learner empowerment through critical analysis and production. We then identify three emergent approaches: (1) inquiry, (2) design and (3) reimagination that build on and expand these critical traditions in computing education. Finally, we discuss how these approaches highlight issues to be addressed and provide directions for further computing education research.

cs.CY↗