Summer Programming Camps – Exploring Project-Based Informal CS Education in a Rural Community
Keywords:
computer science education, pre-college programs, STEM, programming camps, k-12, middle school studentsAbstract
This paper makes several considerations for organizing short project-based programming camps to support programming knowledge and motivation. The paper addresses how current research has not explored how summer programming camps helped students not only increase interest to pursue computing career, but also increase their programming knowledge. Informal CS education through summer programming camps provides K-12 students the opportunity to learn how to code through fun and interactive activities outside of their typical classroom experiences. For rural communities with limited computing education resources, summer programming camps may be one of few opportunities to learn about computing. A one-week easy-to-implement programming camp curriculum may help students not only have fun with code but also learn fundamental programming and computational thinking skills through game development. Our annual week-long programming camp at a rural community utilized a project-based learning approach through game development in Python. Findings showed that students were able to achieve basic abstraction and algorithmic thinking but not code analysis and debugging skills. On their motivation to pursue computing careers, results did not show any difference before and after the camp due to their prior existing interest in attending the camp.
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References
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Ayar, M. C., & Yalvac, B. (2016). Lessons Learned: Authenticity, Interdisciplinarity, and Mentoring for STEM Learning Environments. International Journal of Education in Mathematics, Science and Technology, 4(1), 30–43.
Bagiati, A., Yoon, S. Y., Evangelou, D., & Ngambeki, I. (2010). Engineering Curricula in Early Education: Describing the Landscape of Open Resources. Early Childhood Research and Practice ·, 12(2). https://files.eric.ed.gov/fulltext/EJ910909.pdf
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Braswell, K. M. (2020). From Camp to Conferences: Experiences in Leveraging Tech Conferences to Inspire Black and Latinx Girls to Pursue Coding and Tech Careers. 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1, 1–4. https://doi.org/10.1109/RESPECT49803.2020.9272429
Bryant, C., Chen, Y., Chen, Z., Gilmour, J., Gumidyala, S., Herce-Hagiwara, B., Koures, A., Lee, S., Msekela, J., Pham, A. T., Remash, H., Remash, M., Schoenle, N., Zimmerman, J., Dahlby Albright, S., & Rebelsky, S. A. (2019). A Middle-School Camp Emphasizing Data Science and Computing for Social Good. Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 358–364. https://doi.org/10.1145/3287324.3287510
Burack, C., Melchior, A., & Hoover, M. (2018). Do After-school Robotics Programs Expand the Pipeline into STEM Majors in College? (RTP). 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. https://doi.org/10.18260/1-2--30341
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Chaudhary, V., Agrawal, V., Sureka, P., & Sureka, A. (2016). An Experience Report on Teaching Programming and Computational Thinking to Elementary Level Children Using Lego Robotics Education Kit. 2016 IEEE Eighth International Conference on Technology for Education (T4E), 38–41. https://doi.org/10.1109/T4E.2016.016
Chiazzese, G., Arrigo, M., Chifari, A., Lonati, V., & Tosto, C. (2018). Exploring the Effect of a Robotics Laboratory on Computational Thinking Skills in Primary School Children Using the Bebras Tasks. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, 25–30. https://doi.org/10.1145/3284179.3284186
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Ericson, B., & McKlin, T. (2012). Effective and sustainable computing summer camps. Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, 289–294. https://doi.org/10.1145/2157136.2157223
Fields, D. A., Quirke, L. C., & Amely, J. (2015). Measuring learning in an open-ended, constructionist-based progamming camp: Developing a set of quantitative measures from qualitative analysis. 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond), 15–17. https://doi.org/10.1109/BLOCKS.2015.7368993
Franklin, D., Conrad, P., Boe, B., Nilsen, K., Hill, C., Len, M., Dreschler, G., Aldana, G., Almeida-Tanaka, P., Kiefer, B., Laird, C., Lopez, F., Pham, C., Suarez, J., & Waite, R. (2013). Assessment of computer science learning in a scratch-based outreach program. Proceeding of the 44th ACM Technical Symposium on Computer Science Education, 371–376. https://doi.org/10.1145/2445196.2445304
Frye, M. T., Nair, S. C., & Meyer, A. (2016). Evaluation of miniGEMS 2015 – Engineering Summer Camp for Middle School Girls. 2016 ASEE Annual Conference & Exposition Proceedings, 7.
Garneli, V., Giannakos, M. N., & Chorianopoulos, K. (2015). Computing education in K-12 schools: A review of the literature. 2015 IEEE Global Engineering Education Conference (EDUCON), 543–551. https://doi.org/10.1109/EDUCON.2015.7096023
Hofstein, A., & Rosenfeld, S. (1996). Bridging the Gap Between Formal and Informal Science Learning. Studies in Science Education, 28(1), 87–112. https://doi.org/10.1080/03057269608560085
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, 19(3), 383–395. https://doi.org/10.1007/s10984-016-9212-y
Jones, S. (2019, January 8). STEM Instruction: How Much There Is and Who Gets It. Education Week. https://www.edweek.org/teaching-learning/stem-instruction-how-much-there-is-and-who-gets-it/2019/01
Karaman, S., Anders, A., Boulet, M., Connor, J., Gregson, K., Guerra, W., Guldner, O., Mohamoud, M., Plancher, B., Shin, R., & Vivilecchia, J. (2017). Project-based, collaborative, algorithmic robotics for high school students: Programming self-driving race cars at MIT. 2017 IEEE Integrated STEM Education Conference (ISEC), 195–203. https://doi.org/10.1109/ISECon.2017.7910242
Lakanen, A.-J., & Kärkkäinen, T. (2019). Identifying Pathways to Computer Science: The Long-Term Impact of Short-Term Game Programming Outreach Interventions. ACM Transactions on Computing Education, 19(3), 20:1-20:30. https://doi.org/10.1145/3283070
Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis. Educational Evaluation and Policy Analysis, 41(3), 260–293. https://doi.org/10.3102/0162373719849044
Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., & Soledad, S. Y. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9
Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160, 92–106. https://doi.org/10.1016/j.jecp.2017.03.013
McCombs, J. S., Rand Education (Institute), & Wallace Foundation (Eds.). (2011). Making summer count: How summer programs can boost children’s learning. RAND.
Michaeli, T., & Romeike, R. (2019). Current Status and Perspectives of Debugging in the K12 Classroom: A Qualitative Study. 2019 IEEE Global Engineering Education Conference (EDUCON), 1030–1038. https://doi.org/10.1109/EDUCON.2019.8725282
Miller, K., Sonnert, G., & Sadler, P. (2018). The Influence of Students’ Participation in STEM Competitions on Their Interest in STEM Careers. International Journal of Science Education, Part B: Communication and Public Engagement, 8(2), 95–114. https://doi.org/10.1080/21548455.2017.1397298
Mladenović, M., Žanko, Ž., & Aglić, M. (2021). The impact of using program visualization techniques on learning basic programming concepts at the K–12 level. Computer Applications in Engineering Education, 29, 145–159. https://doi.org/10.1002/cae.22315
Mohr-Schroeder, M., Jackson, C., Miller, M., Walcott, B., Little, D., Speler, L., Schooler, W., & Schroeder, D. (2014). Developing Middle School Students’ Interests in STEM via Summer Learning Experiences: See Blue STEM Camp. School Science and Mathematics, 114. https://doi.org/10.1111/ssm.12079
National Science Board. (2016). Science and Engineering Indicators 2016. (NSB-2016-1). National Science Foundation.
Outlay, C. N., Platt, A. J., & Conroy, K. (2017). Getting IT Together: A Longitudinal Look at Linking Girls’ Interest in IT Careers to Lessons Taught in Middle School Camps. ACM Transactions on Computing Education, 17(4), 20:1-20:17. https://doi.org/10.1145/3068838
Popovic, G., & Lederman, J. S. (2015). Implications of Informal Education Experiences for Mathematics Teachers’ Ability to Make Connections Beyond Formal Classroom: Informal Experiences for Math Teachers. School Science and Mathematics, 115(3), 129–140. https://doi.org/10.1111/ssm.12114
Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Cavalcanti, M., Craig Schroeder, D., Delaney, A., Putnam, L., & Cremeans, C. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education, 5(1), 35. https://doi.org/10.1186/s40594-018-0133-4
Sadler, K., Eilam, E., Bigger, S. W., & Barry, F. (2018). University-led STEM outreach programs: Purposes, impacts, stakeholder needs and institutional support at nine Australian universities. Studies in Higher Education, 43(3), 586–599. https://doi.org/10.1080/03075079.2016.1185775
Stewart, O. G., & Jordan, M. E. (2017). “Some explanation here”: A case study of learning opportunities and tensions in an informal science learning environment. Instructional Science, 45(2), 137–156. https://doi.org/10.1007/s11251-016-9396-7
Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2016). Planning Early for Careers in Science. 2.
Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 103798. https://doi.org/10.1016/j.compedu.2019.103798
Wang, C., Frye, M., & Nair, S. (2019, April 5). The Practices of Play and Informal Learning in the miniGEMS STEAM Camp. 2018 Gulf Southwest Section Conference. https://peer.asee.org/the-practices-of-play-and-informal-learning-in-the-minigems-steam-camp
Webb, H. C., & Rosson, M. B. (2011). Exploring careers while learning Alice 3D: A summer camp for middle school girls. Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, 377–382. https://doi.org/10.1145/1953163.1953275
Weinberg, A. E., Basile, C. G., & Albright, L. (2011). The Effect of an Experiential Learning Program on Middle School Students’ Motivation toward Mathematics and Science. RMLE Online: Research in Middle Level Education, 35(3), 1–12.
Wilson, K. (2020). Exploring the Challenges and Enablers of Implementing a STEM Project-Based Learning Programme in a Diverse Junior Secondary Context. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-020-10103-8
Xianglei, C., & Weko, T. (2009). Students who study science, technology, engineering, and mathematics (STEM) in postsecondary education. National Center for Education Studies. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009161
Young, J. R., Ortiz, N., & Young, J. L. (2017). STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest. International Journal of Education in Mathematics, Science and Technology, 5(1), 62–74.
Adams, J. C. (2010). Scratching middle schoolers’ creative itch. Proceedings of the 41st ACM Technical Symposium on Computer Science Education, 356–360. https://doi.org/10.1145/1734263.1734385
Al-Bow, M., Austin, D., Edgington, J., Fajardo, R., Fishburn, J., Lara, C., Leutenegger, S., & Meyer, S. (2009). Using game creation for teaching computer programming to high school students and teachers. Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, 104–108. https://doi.org/10.1145/1562877.1562913
Austin, K., & Pinkard, N. (2008). The organization and management of informal and formal learning. Proceedings of the 8th International Conference on International Conference for the Learning Sciences - Volume 3, 5–7.
Ayar, M. C., & Yalvac, B. (2016). Lessons Learned: Authenticity, Interdisciplinarity, and Mentoring for STEM Learning Environments. International Journal of Education in Mathematics, Science and Technology, 4(1), 30–43.
Bagiati, A., Yoon, S. Y., Evangelou, D., & Ngambeki, I. (2010). Engineering Curricula in Early Education: Describing the Landscape of Open Resources. Early Childhood Research and Practice ·, 12(2). https://files.eric.ed.gov/fulltext/EJ910909.pdf
Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits (p. 12190). National Academies Press. https://doi.org/10.17226/12190
Braswell, K. M. (2020). From Camp to Conferences: Experiences in Leveraging Tech Conferences to Inspire Black and Latinx Girls to Pursue Coding and Tech Careers. 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1, 1–4. https://doi.org/10.1109/RESPECT49803.2020.9272429
Bryant, C., Chen, Y., Chen, Z., Gilmour, J., Gumidyala, S., Herce-Hagiwara, B., Koures, A., Lee, S., Msekela, J., Pham, A. T., Remash, H., Remash, M., Schoenle, N., Zimmerman, J., Dahlby Albright, S., & Rebelsky, S. A. (2019). A Middle-School Camp Emphasizing Data Science and Computing for Social Good. Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 358–364. https://doi.org/10.1145/3287324.3287510
Burack, C., Melchior, A., & Hoover, M. (2018). Do After-school Robotics Programs Expand the Pipeline into STEM Majors in College? (RTP). 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. https://doi.org/10.18260/1-2--30341
Bureau of Labor Statistics. (2019). Computer and Information Technology (Occupational Outlook Handbook). U.S. Department of Labor. https://www.bls.gov/ooh/computer-and-information-technology/home.htm
Busjahn, T., & Schulte, C. (2013). The use of code reading in teaching programming. Proceedings of the 13th Koli Calling International Conference on Computing Education Research, 3–11. https://doi.org/10.1145/2526968.2526969
Chaudhary, V., Agrawal, V., Sureka, P., & Sureka, A. (2016). An Experience Report on Teaching Programming and Computational Thinking to Elementary Level Children Using Lego Robotics Education Kit. 2016 IEEE Eighth International Conference on Technology for Education (T4E), 38–41. https://doi.org/10.1109/T4E.2016.016
Chiazzese, G., Arrigo, M., Chifari, A., Lonati, V., & Tosto, C. (2018). Exploring the Effect of a Robotics Laboratory on Computational Thinking Skills in Primary School Children Using the Bebras Tasks. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, 25–30. https://doi.org/10.1145/3284179.3284186
DeWitt, A., Fay, J., Goldman, M., Nicolson, E., Oyolu, L., Resch, L., Saldaña, J. M., Sounalath, S., Williams, T., Yetter, K., Zak, E., Brown, N., & Rebelsky, S. A. (2017). What We Say vs. What They Do: A Comparison of Middle-School Coding Camps in the CS Education Literature and Mainstream Coding Camps (Abstract Only). Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, 707. https://doi.org/10.1145/3017680.3022434
Ericson, B., & McKlin, T. (2012). Effective and sustainable computing summer camps. Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, 289–294. https://doi.org/10.1145/2157136.2157223
Fields, D. A., Quirke, L. C., & Amely, J. (2015). Measuring learning in an open-ended, constructionist-based progamming camp: Developing a set of quantitative measures from qualitative analysis. 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond), 15–17. https://doi.org/10.1109/BLOCKS.2015.7368993
Franklin, D., Conrad, P., Boe, B., Nilsen, K., Hill, C., Len, M., Dreschler, G., Aldana, G., Almeida-Tanaka, P., Kiefer, B., Laird, C., Lopez, F., Pham, C., Suarez, J., & Waite, R. (2013). Assessment of computer science learning in a scratch-based outreach program. Proceeding of the 44th ACM Technical Symposium on Computer Science Education, 371–376. https://doi.org/10.1145/2445196.2445304
Frye, M. T., Nair, S. C., & Meyer, A. (2016). Evaluation of miniGEMS 2015 – Engineering Summer Camp for Middle School Girls. 2016 ASEE Annual Conference & Exposition Proceedings, 7.
Garneli, V., Giannakos, M. N., & Chorianopoulos, K. (2015). Computing education in K-12 schools: A review of the literature. 2015 IEEE Global Engineering Education Conference (EDUCON), 543–551. https://doi.org/10.1109/EDUCON.2015.7096023
Hofstein, A., & Rosenfeld, S. (1996). Bridging the Gap Between Formal and Informal Science Learning. Studies in Science Education, 28(1), 87–112. https://doi.org/10.1080/03057269608560085
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, 19(3), 383–395. https://doi.org/10.1007/s10984-016-9212-y
Jones, S. (2019, January 8). STEM Instruction: How Much There Is and Who Gets It. Education Week. https://www.edweek.org/teaching-learning/stem-instruction-how-much-there-is-and-who-gets-it/2019/01
Karaman, S., Anders, A., Boulet, M., Connor, J., Gregson, K., Guerra, W., Guldner, O., Mohamoud, M., Plancher, B., Shin, R., & Vivilecchia, J. (2017). Project-based, collaborative, algorithmic robotics for high school students: Programming self-driving race cars at MIT. 2017 IEEE Integrated STEM Education Conference (ISEC), 195–203. https://doi.org/10.1109/ISECon.2017.7910242
Lakanen, A.-J., & Kärkkäinen, T. (2019). Identifying Pathways to Computer Science: The Long-Term Impact of Short-Term Game Programming Outreach Interventions. ACM Transactions on Computing Education, 19(3), 20:1-20:30. https://doi.org/10.1145/3283070
Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis. Educational Evaluation and Policy Analysis, 41(3), 260–293. https://doi.org/10.3102/0162373719849044
Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., & Soledad, S. Y. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9
Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160, 92–106. https://doi.org/10.1016/j.jecp.2017.03.013
McCombs, J. S., Rand Education (Institute), & Wallace Foundation (Eds.). (2011). Making summer count: How summer programs can boost children’s learning. RAND.
Michaeli, T., & Romeike, R. (2019). Current Status and Perspectives of Debugging in the K12 Classroom: A Qualitative Study. 2019 IEEE Global Engineering Education Conference (EDUCON), 1030–1038. https://doi.org/10.1109/EDUCON.2019.8725282
Miller, K., Sonnert, G., & Sadler, P. (2018). The Influence of Students’ Participation in STEM Competitions on Their Interest in STEM Careers. International Journal of Science Education, Part B: Communication and Public Engagement, 8(2), 95–114. https://doi.org/10.1080/21548455.2017.1397298
Mladenović, M., Žanko, Ž., & Aglić, M. (2021). The impact of using program visualization techniques on learning basic programming concepts at the K–12 level. Computer Applications in Engineering Education, 29, 145–159. https://doi.org/10.1002/cae.22315
Mohr-Schroeder, M., Jackson, C., Miller, M., Walcott, B., Little, D., Speler, L., Schooler, W., & Schroeder, D. (2014). Developing Middle School Students’ Interests in STEM via Summer Learning Experiences: See Blue STEM Camp. School Science and Mathematics, 114. https://doi.org/10.1111/ssm.12079
National Science Board. (2016). Science and Engineering Indicators 2016. (NSB-2016-1). National Science Foundation.
Outlay, C. N., Platt, A. J., & Conroy, K. (2017). Getting IT Together: A Longitudinal Look at Linking Girls’ Interest in IT Careers to Lessons Taught in Middle School Camps. ACM Transactions on Computing Education, 17(4), 20:1-20:17. https://doi.org/10.1145/3068838
Popovic, G., & Lederman, J. S. (2015). Implications of Informal Education Experiences for Mathematics Teachers’ Ability to Make Connections Beyond Formal Classroom: Informal Experiences for Math Teachers. School Science and Mathematics, 115(3), 129–140. https://doi.org/10.1111/ssm.12114
Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Cavalcanti, M., Craig Schroeder, D., Delaney, A., Putnam, L., & Cremeans, C. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education, 5(1), 35. https://doi.org/10.1186/s40594-018-0133-4
Sadler, K., Eilam, E., Bigger, S. W., & Barry, F. (2018). University-led STEM outreach programs: Purposes, impacts, stakeholder needs and institutional support at nine Australian universities. Studies in Higher Education, 43(3), 586–599. https://doi.org/10.1080/03075079.2016.1185775
Stewart, O. G., & Jordan, M. E. (2017). “Some explanation here”: A case study of learning opportunities and tensions in an informal science learning environment. Instructional Science, 45(2), 137–156. https://doi.org/10.1007/s11251-016-9396-7
Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2016). Planning Early for Careers in Science. 2.
Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 103798. https://doi.org/10.1016/j.compedu.2019.103798
Wang, C., Frye, M., & Nair, S. (2019, April 5). The Practices of Play and Informal Learning in the miniGEMS STEAM Camp. 2018 Gulf Southwest Section Conference. https://peer.asee.org/the-practices-of-play-and-informal-learning-in-the-minigems-steam-camp
Webb, H. C., & Rosson, M. B. (2011). Exploring careers while learning Alice 3D: A summer camp for middle school girls. Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, 377–382. https://doi.org/10.1145/1953163.1953275
Weinberg, A. E., Basile, C. G., & Albright, L. (2011). The Effect of an Experiential Learning Program on Middle School Students’ Motivation toward Mathematics and Science. RMLE Online: Research in Middle Level Education, 35(3), 1–12.
Wilson, K. (2020). Exploring the Challenges and Enablers of Implementing a STEM Project-Based Learning Programme in a Diverse Junior Secondary Context. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-020-10103-8
Xianglei, C., & Weko, T. (2009). Students who study science, technology, engineering, and mathematics (STEM) in postsecondary education. National Center for Education Studies. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009161
Young, J. R., Ortiz, N., & Young, J. L. (2017). STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest. International Journal of Education in Mathematics, Science and Technology, 5(1), 62–74.
Published
2022-10-06
How to Cite
de Lira, C., Wong, R., Oje, O., Nketah, G., Adesope, O., & Ghods, A. (2022). Summer Programming Camps – Exploring Project-Based Informal CS Education in a Rural Community. International Journal of Computer Science Education in Schools, 5(4), 20–37. https://doi.org/10.21585/ijcses.v5i4.145
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