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An insight on how design purposeful tasks can engage and encourage low SES students to learn a programming language

Posted on 12 Oct 2020 with 0 comments

Surveys of secondary students in a low-SES Australian school about the delivery of STEM subjects reported issues with unattractive curriculum, absence of authentic and purposeful tasks, very low confidence, low engagement, and a desire to use technology. A Python language programming project was implemented to address these issues.

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An insight on how design purposeful tasks can engage and encourage low SES students to learn a programming language

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