Growing Computational Thinkers: Longitudinal Trajectories of Middle School Students

• In Event: 16.046 - Supporting the Learning of Educational Robotics and Computational Thinking in Primary, Middle, and Preservice Education

Abstract

This study reports on the design, implementation, and outcomes of an after-school program on computational thinking, founded through a partnership between university faculty, undergraduates, teachers and students. Specifically, the study reports on a longitudinal investigation of three case study students who participated in the program over a 2-year period. Data were collected from program observations, computer science assessments, programming products, and attitude surveys. Results indicated that students exhibited strong interest towards programming over time, improved confidence, and awareness of future computing-related careers. Findings have implications for the design of after-school programs that help support student computational thinking, interest and attitudes towards computing.

Authors

• Yi-Cheng Pan, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Hui Yang, University of Delaware

• Hatice Çilsalar, Middle East Technical University