What Open-Ended Programming Projects Tell Us About Student Learning in Middle School Computer Science

• In Event: Millennium Hotel Roundtable Session 15
  In Roundtable Session: Research Trends in Computer Programming and Computational Thinking

Abstract

Block-based programming is a key part of introductory K-12 computer science learning. Free-choice, open-ended projects are encouraged to promote learner agency and leverage the affordances of novice programming environments that support creative engagement in CS. This mixed methods research examines what we can learn about student learning from such programming artifacts. Using an extensive rubric to evaluate projects along several dimensions, we coded a sample of ~80 Scratch and App Inventor projects randomly selected from 20 middle school classrooms in a diverse urban school district. We report on noteworthy trends including the type of artifacts created, which key programming constructs are or are not commonly used. We analyze project scores based on factors such as gender, grade, and programming environment.

Authors

• Shuchi Grover, Looking Glass Ventures

• Satabdi Basu, Vanderbilt University

• Patricia Schank, SRI International

• Bryan Twarek, San Francisco Unified School District