Supporting Teacher Understanding of Computational Thinking as a Problem-Solving Strategy in Early Elementary Education

• In Event: Strategies for Broadening Teachers’ Views of Early-Grade Learners’ Competencies Through Computational Thinking

Abstract

Objectives
This paper describes findings from a collaborative project that engaged researchers, professional development (PD) providers, and early elementary teachers (K–2) to design a scalable, hybrid PD experience to engage teachers in learning about and supporting their students’ emergent use of computational thinking (CT) strategies.

Theoretical Framework
Supporting CT skills among young learners who are marginalized can promote their ability to shape their own educational pathways and future related careers. Research on early grade CT suggests that PD experiences that help teachers learn CT principles often do not fully prepare them to recognize, interpret, and respond to evidence of that type of thinking in their students' work (Rich, Yadav & Schwartz 2019). Prior program evaluations have shown that elementary grade teachers who have had initial PD and coaching in CT typically recognize the importance CT for their students, yet do not feel that they know how to identify CT in their students’ talk or work, especially in ways that allow them to evaluate their students’ learning and adapt their instruction appropriately (Grover et al, 2019; Sherwood, 2020).

Methods
This project’s PD cycle engaged teachers through instructional coaching, both face-to-face and through an online community of practice. The research used a mixed-methods design to examine changes in teachers’ perceptions of their students as problem-solvers, and their uses of specific instructional strategies to probe students' use of CT strategies. The project research questions were: (1) What kinds of PD and guidance do teachers need to develop the capacity to identify and support emergent computational thinking in young students’ language and work process? and (2) What kinds of PD and guidance do teachers need to identify emergent computational thinking development in young students’ work products?

Data Sources
We collected data from 20 teachers across six urban elementary schools that serve high proportions of students historically underrepresented in computer science (CS), including multilingual and inclusion classrooms. Our primary data sources included classroom observations, teacher interviews, focus groups, and teacher pre- and post-surveys.

Results
Preliminary analyses showed an increase in teachers’ knowledge and confidence in their ability to engage young learners in equitable CT-focused lessons. Additionally, teachers expressed that having a more significant focus on teaching students the process of using CT concepts and less emphasis on teaching CT vocabulary amplified their interpretation of students’ capabilities to use CT as a problem-solving strategy. Data shows that teachers were able to identify CT strategies applied by listening to students’ descriptions of their problem-solving process through informal, formative assessment practices, which included observing students, listening to peer discussions, and listening to student responses during whole-group share-outs.

Scientific or Scholarly Significance of the Study or Work
The project’s research findings will add to the literature on CT in the early grades, and on teachers’ trajectories of growth as they build their understanding of how their students explore and develop mastery of CT. The products of this study will identify the artifacts, facilitation approaches, and modes of interaction that effectively prepare K–2 teachers to learn about their students’ emergent use of CT strategies.

Authors

• Heather Sherwood, Education Development Center, Inc.

• Katherine McMillan Culp, New York Hall of Science

• Camille Ferguson, Education Development Center, Inc.

• Alice Kaiser, Education Development Center, Inc.