ABSTRACT
This chapter aims to report an investigation using a design-based research approach to build a cultural responsive model for teaching and learning Computational Thinking (CT) and computer programming skills with African-American middle school students in informal learning environments. For years, researchers have shared enormous amounts of data revealing that cultural patterns influence the way information is perceived, organized, processed, and used, resulting in what are called learning or cognitive styles. Culturally responsive teaching (CRT) has become a mantra for many educators and scholars concerned with the learning and academic achievement of culturally and linguistically diverse students. Culturally Relevant Computing (CRC) elements and Cultural Modeling Design principles were combined with content in science and psychological science from culturally relevant and adolescent development perspectives. The chapter provides preliminary evidence that the design principles used to develop CS2 model offer culturally and developmentally appropriate teaching and learning opportunities anchored in cutting-edge computer science problem-based learning and a commitment to students' personal development.
