We developed the Draw-A-Computer-Scientist-Test (DACST) to better understand elementary school students' conceptions of computer scientists and the nature of their work. By understanding how young children perceive computer scientists, we can broaden their ideas about the activities and images of computer scientists. We administered the DACST to 185, fourth through sixth grade students (aged 8-11). We found that students most often drew male computer scientists working alone. Students had a basic understanding of what computer scientists do, but the DACST did not always capture the nuances involved in this work. Commonly drawn actions included programming websites, games, and animations. Some students drew positive expressions of excitement around programming. A small percentage of students confused "computer scientist" and "scientist."
Shaw, Mia S., Fields, Deborah A., and Kafai, Yasmin B.
Abstract
The development of student identities--their interests in computer science, perceptions of the discipline, and sense of belonging in the field--is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students' perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.
The importance of cooperative development among and exchange between university information systems is discussed. Cooperative developments in the California State University and Colleges System and exchange efforts between university systems in other states are described. (Author/BH)
Published
1978
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