A coding lab to increase science capital of school dropout teenagers

Date: 
Monday, November 12, 2018
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Media and Technology, Games, Simulations, and Interactives, Public Programs, Informal/Formal Connections, K-12 Programs
Audience: 
Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals | Scientists
Discipline: 
Computing and information science
Access and Inclusion: 
Ethnic/Racial
Immigrant Communities
Low Socioeconomic Status
Organization:
SISSA
Description: 

We explored the potential of science to facilitate social inclusion with teenagers who had interrupted their studies before the terms set for compulsory education. The project was carried out from 2014 to 2018 within SISSA (International School for Advanced Studies), a scientific and higher education institution in physics, mathematics and neurosciences, and was focused on the production of video games using Scratch. The outcomes are encouraging: through active engagement, the participants have succeeded in completing complex projects, taking responsibilities and interacting with people outside their usual entourage, within a background in which they have been valued and respected.

Citation
ISSN:
1824-2049
DOI:
10.22323/2.17040803
Publication Name: 
Journal of Science Communication
Volume: 
17
Number: 
4
Document:

Team Members

Francesca RizzatoFrancesca RizzatoAuthor
Lucia TealdiLucia TealdiAuthor
Elena CanelElena CanelAuthor

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