Teaching Computational Thinking With Socially Relevant Problems at the Elementary Level

• In Event: Computational Thinking in Elementary and Secondary Classrooms: Models for Teacher Professional Development

Abstract

Objectives
We investigated methods to increase elementary student understanding of and engagement in computer science (CS) and computational thinking (CT) at the elementary level using a socially relevant problem.

Background
Local teachers are responsible with the implementation of state CS K-8 standards. Many elementary teachers struggle with CS standards, since most teachers describe having a lack of confidence and knowledge about computer science (Ozturk, Dooley, & Welch, 2018). While there are existing elementary CS curriculum, there is limited empirical research utilizing an problem-based learning (PBL) approach (Ozturk et al., 2018). Research studies suggest that CS in PBL can improve student engagement, student achievement, and student attitudes towards CS (e.g., Hoffman, Rosato, & Morelli, 2019). Furthermore, CS naturally presents PBL opportunities that can also contribute to social engagement (Goldweber et al., 2011). Denner, Martinez, and Lyon (2015) studied 5th grade Latino/a students that learned CS within a context focused on social good. This increased students’ desire to further pursue CS.

Methods & Data Sources
This project examined how problem-based learning (PBL) impacted elementary students’ CS/CT interest and knowledge. By using a social good problem, researchers and five 6th grade teachers collaboratively designed a six-week CS/CT curriculum to meet the state CS standards. Our curriculum incorporated basic CS concepts and block-based coding that directly addressed the state’s CS K-8 standards. A culminating PBL unit at the end allowed students to utilize newly-acquired CS skills to address a socially relevant problem. Students’ capstone project involved building Scratch programs to address the driving PBL question: How can we create a culture of kindness in our school? Our iterative design-based research approach examined two questions:

1. To what extent does a CS student-centered PBL curriculum impact 6th grade students’ understanding of and interest in CS/CT?
2. What supports do teachers need to implement a CS/CT student-centered PBL curriculum?

This session describes results from one teacher and 57 students. We collected information on students’ knowledge (CS/CT knowledge pre-test/post-test, student products, student focus group interviews), students’ interest (CS interest survey, student focus group interviews), and one teacher’s needs (observations, debriefings, multiple teacher interviews).

Results
Student test results suggest that the unit had a positive effect on students’ knowledge of CS/CT concepts and practices. Post hoc comparisons using the Bonferroni test indicated that the mean score of post-tests (M = 75.2, SD = 23.70) significantly improved from the pretest (M = 57.8, SD = 22.77). Students performed significantly better on the post-test than the pre-test. Most students expressed being interested in CS, and that the capstone PBL project made them more likely to pursue CS in the future. Based on teacher interviews, we identified three teacher needs to implement a CS student-centered PBL curriculum: (1) professional development on content, (2) curriculum and materials revisions, and (3) additional resources
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Scholarly Significance
The results of this study can be used to inform professional development facilitators and curriculum designers to address state CS standards at the elementary level.

Authors

• Anne Leftwich, Indiana University

• Thomas Brush, Indiana University

• Kyungbin Kwon, Indiana University - Bloomington