This study examined student learning outcomes from a middle school computer science (CS) curriculum developed through a researcher-practitioner partnership (RPP) project. The curriculum is based on students creating mobile apps that serve community and social good. We collected two sets of data from 294 students in three urban districts: (1) pre- and post- survey responses on their learning experiences and attitudes toward learning CS and creating community-serving apps; (2) the apps created by those students. The analysis of student apps indicated that students were able to create basic apps that connected with their personal interests, life experiences, school community, and the larger society. Students were significantly more confident in coding and creating community-focused apps after completing the course, regardless of gender, race/ethnicity, and grade. However, their interest in solving coding problems and continuing to learn CS decreased afterward. Analyses of students’ attitudes by gender, grade, and race/ethnicity showed significant differences among students in some groups. Seventh grade students rated more positively on their attitudes than eighth graders. Students identifying with different race/ethnicity groups indicated significantly different attitudes, especially students identifying as Southeast Asian, Black/African American, and Hispanic/Latino. Self-identified male students also reported stronger interest and more positive attitudes overall than self-identified female students. Students also reported positive experiences in learning how to create real apps serving their community, while there were disparities in their experiences with coding in general and some of the instructional tools used in the class.

本研究考察了通过研究人员-实践者合作伙伴关系 (RPP) 项目开发的中学计算机科学 (CS) 课程的学生学习成果。该课程以学生创建为社区和社会公益服务的移动应用程序为基础。我们从三个城市地区的 294 名学生收集了两组数据：（1）调查前和调查后对他们的学习经历以及对学习计算机科学和创建社区服务应用程序的态度的回应； (2) 这些学生创建的应用程序。对学生应用程序的分析表明，学生能够创建与个人兴趣、生活经历、学校社区和更大社会相关的基本应用程序。完成课程后，无论性别、种族/民族和年级如何，学生对编码和创建以社区为中心的应用程序都更加自信。然而，他们对解决编码问题和继续学习 CS 的兴趣随后下降了。按性别、年级和种族/民族对学生态度的分析显示，某些群体的学生之间存在显着差异。七年级学生比八年级学生对自己的态度评价更积极。不同种族/族裔群体的学生表现出显着不同的态度，特别是东南亚裔、黑人/非裔美国人和西班牙裔/拉丁裔学生。总体而言，自我认同的男学生也比自我认同的女学生表现出更强烈的兴趣和更积极的态度。学生们还报告了在学习如何创建为社区服务的真实应用程序方面的积极经验，但他们在一般编码和课堂上使用的一些教学工具方面的经验存在差异。