Elementary Students' Understanding of Computer Science Terminology

• In Event: 67.069 - Sheraton Roundtable 14 - Osgoode Ballroom
  In Roundtable Session: 67.069-1 - Division C Section 1e Roundtable 4

Abstract

The purpose of this study is to develop an instrument to measure upper elementary students’ attitudes about and perspectives on computer science (CS) and computational thinking (CT) by attempting to understand the appropriate language to use when querying children about these topics. Researchers regularly use self-report attitudinal instruments with the implicit belief that participants have a uniform understanding of the terminology used in the instrument. This paper outlines our use of an iterative, design-based research approach (Barab & Squire, 2004) and is informed by educational and psychological cognitive interview processes (see Karabenick et al., 2007; Woolley, Bowen & Bowen, 2004) as we interviewed two groups of upper elementary students on their understanding of computer science concepts and attitudes toward coding.

Authors

• Jessica Vandenberg, North Carolina State University

• Danielle Cadieux Boulden, North Carolina State University

• James H Creager, North Carolina State University

• Amanda Bradbury, North Carolina State University

• Zarifa Zakaria, North Carolina State University

• Jennifer Tsan

• Eric N. Wiebe, North Carolina State University

• Collin Lynch

• Kristy E Boyer