Rethinking Integrated Computer Science Instruction: A Cross-Context and Expansive Approach in Elementary Classrooms

• In Event: Early Childhood and Elementary Learner Computing Education

Abstract

This paper describes a Research-Practice Partnership’s collaborative design to address a district’s key problem of practice: providing equitable, high-quality elementary-level computer science (CS) instruction. The approach involved highlighting CS connections across –as opposed to integration within–subject contexts in expansively-framed ways. In particular, students’ regular mathematic lessons were framed as a context to learn computing concepts, which were further reified during students’ computer time taught by paraprofessional aides. This paper also describes findings from a study of fifth-grade students’ (N=229) experiences of these lessons. A large majority of students reported finding the lessons interesting, seeing connections to their mathematics classes, and understanding the programming. Further, they perceived the unit more positively than students who only engaged with the CS lessons.

Authors

• Umar Shehzad, Utah State University
  Presenting Author

• Jody E. Clarke-Midura, Utah State University
  Presenting Author

• Kimberly Beck, Utah State University
  Presenting Author

• Jessica F. Shumway, Utah State University
  Non-Presenting Author

• Mimi M. Recker, Utah State University
  Presenting Author