Rasmussen, Melissa; Lauritsen, Jake; Clarke-Midura, Jody; Lee, Victor; Recker, Mimi (Utah State University)
Faculty Advisor: Lee, Victor (Emma Eccles Jones College of Education & Human Services, Instructional Technology and Learning Sciences Department); Recker, Mimi (Emma Eccles Jones College of Education & Human Services, Instructional Technology and Learning Sciences Department)
With the rising perception of computer science as a universally useful skill in the twenty-first century, researchers and schools test ways to effectively interest and introduce young children to computer science. Our project develops a curriculum pairing an "unplugged" board game component with a "plugged" portion in MIT's Scratch, pairing short class lectures with hands-on student learning. In order to effectively work with our partner school district and implement a complete unit without taking too many class minutes, we integrate much of the hands-on portion of the curriculum into existing library time. We run several iterations of the curriculum for fifth graders, refining the 6-8 week unit as we go. Of particular concern in our design is the typical middle school teacher's unfamiliarity with coding and computer science concepts. We find that it may be possible to capitalize on this unfamiliarity in order to improve student outcomes. We look at student creativity and computational thinking during the unit, seeking an increase in ability and self-efficacy by closing the unit with student creation of their own game boards. Furthermore, we examine female engagement and interest in the programming portion, with the goal of pinpointing factors that could increase female participation in computer science or partially explain the current deficit. The results of the implementation of our curriculum, with particular focus on the successes and failures that can be generalized to other computer science curricula, will be discussed.