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1. Assessing Computational Thinking Skills in Early Elementary Students: A Focus on Sequencing Tasks

   Wafula, Z; Tank, K; Moore, T; Ottenbreit-Leftwich, A; Fagundes, B; Kim, J (March 2024, Association for the Advancement of Computing in Education (AACE))

   Cohen, J; Solano, G (Ed.)

   The integration of Computational Thinking (CT) into K-12 education has gained significance in recent years as the field of education experiences the need to equip students with essential skills for the 21st century. This case study focused on two sequencing activities, involving plugged and unplugged tasks, conducted with four children aged four to seven, spanning pre-kindergarten to second grade. The central research question guiding the study was: "What computational thinking (CT) skills were demonstrated by K-2 students as they engaged in two different sequencing tasks?" The study identified competencies in sequencing, reverse sequencing, debugging, pattern recognition, and problem decomposition. The findings suggest that both unplugged and plugged sequencing tasks provide age-appropriate entry points for young children to develop various CT competencies. Furthermore, the study highlights the potential for plugged and unplugged sequencing tasks to be integrated into early childhood classroom activities, offering a practical approach to promoting CT skills in young learners. 

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2. Investigating Sequencing as a Means to Computational Thinking in Young Children

   https://doi.org/10.21585/ijcses.v6i3.192  

   Tank, Kristina M; Ottenbreit-Leftwich, Anne; Moore, Tamara J; Yang, Sohheon; Wafula, Zarina; Kim, Jiyoung; Fagundes, Bárbara; Chu, Lin (May 2024, International Journal of Computer Science Education in Schools)

   Within the field of K-2 CS education, unplugged computational thinking (CT) activities have been suggested as beneficial for younger students and shown to impact young students’ skills and motivation to learn about CS. This study sought to examine how children demonstrate CT competencies in unplugged sequencing tasks and how children use manipulatives to solve unplugged sequencing tasks. This case study approach examined two unplugged sequencing tasks for six children ranging from ages four to seven (pre-kindergarten to 2nd grade). Children showed evidence of several CT competencies during the sequencing tasks: (1) pattern recognition, (2) algorithms and procedures, (3) problem decomposition, and (4) debugging. The strategies and use of manipulatives to showcase CT competencies seemed to evolve in complexity based on age and developmental levels. Taking into account children’s abilities to demonstrate CT competencies, this study suggests that sequencing is a developmentally appropriate entry point for young children to begin engaging in other CT competencies. In addition, these unplugged sequencing tasks can also be easily integrated into other activities commonly experienced in early childhood classrooms. 

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3. Predicting Computational Thinking in Elementary Science Lessons Using a Multilevel Model Approach

   https://doi.org/10.1155/2023/3136885  

   Pietros, Jennifer; Shim, Minsuk; Sweetman, Sara (December 2023, Education Research International)

   Yin, Shi (Ed.)

   Computational thinking (CT) is an essential problem-solving skill that students need to successfully live and work with developing technologies. There is an increasing call in the literature by researchers and policy leaders to integrate CT at the elementary level into core subjects to provide early and equitable access for all students. While some critics may claim the concepts and skills of CT are developmentally advanced for elementary age students, subjects such as science can provide real-world and relevant problems to which foundational CT components can be applied. By assessing how CT concepts and approaches integrate authentically into current science lessons, policymakers, and district leaders can be more intentional in supporting implementation efforts. This research used an exploratory survey design to examine the frequencies of CT concepts (decomposition, algorithms, abstraction, and pattern recognition) and approaches (tinkering, creating, debugging, perseverance, and collaboration) that exist in science in K–5 schools in a northeast state in the United States as reported by elementary science teachers (n = 259). Hierarchical linear modeling was used to analyze the influence of teacher and district factors on the amount of time CT concepts and approaches were integrated in the science lessons. Experience, grade level, confidence, and participation in a research–practice partnership were found to be significant predictors of CT. This study contributes to a better understanding of variables affecting CT teaching frequency that can be leveraged to impact reform efforts supporting CT integration in science. 

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4. Workshops and Co-design Can Help Teachers Integrate Computational Thinking into Their K-12 STEM Classes

   Wu, S.; Peel, A.; Bain, C.; Anton, G.; Horn, M.; Wilensky, U. (April 2020, Proceedings of International Conference on Computational Thinking Education 2020)

   Kong, S.C. (Ed.)

   This work aims to help high school STEM teachers integrate computational thinking (CT) into their classrooms by engaging teachers as curriculum co-designers. K-12 teachers who are not trained in computer science may not see the value of CT in STEM classrooms and how to engage their students in computational practices that reflect the practices of STEM professionals. To this end, we developed a 4-week professional development workshop for eight science and mathematics high school teachers to co-design computationally enhanced curriculum with our team of researchers. The workshop first provided an introduction to computational practices and tools for STEM education. Then, teachers engaged in co-design to enhance their science and mathematics curricula with computational practices in STEM. Data from surveys and interviews showed that teachers learned about computational thinking, computational tools, coding, and the value of collaboration after the professional development. Further, they were able to integrate multiple computational tools that engage their students in CT-STEM practices. These findings suggest that teachers can learn to use computational practices and tools through workshops, and that teachers collaborating with researchers in co-design to develop computational enhanced STEM curriculum may be a powerful way to engage students and teachers with CT in K-12 classrooms. 

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5. How Do We Do CS on Top of Everything Else? A Coaching Cycle Approach in Elementary School

   Pozos, R. (May 2021, Annual Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT))

   null (Ed.)

   A key strategy for bringing computer science (CS) education to all students is the integration of computational thinking (CT) into core curriculum in elementary school. But teachers want to know how they can do this on top of their existing priorities. In this paper, we describe how our research-practice partnership is working to motivate, prepare, and support an elementary school to integrate equitable and inclusive computer science into core curriculum. Data were collected from teachers at a K-5 school where 65% of students are Hispanic or Latinx, 46% are English Learners, and 65% are eligible for free or reduced lunch. Data included semi-structured interviews, educators’ written reflections, and observations of classroom implementation and professional development. The findings show how the school is building buy-in and capacity among teachers by using a coaching cycle led by a Teacher on Special Assignment. The cycle of preparation, implementation, and reflection demystifies CS by helping teachers design, test, and revise coherent lesson sequences that integrate CT into their lessons. Contrasting case studies are used to illustrate what teachers learned from the cycle, including the teachers’ reasons for the integration, adaptations they made to promote equity, what the teachers noticed about their students engaging in CT, and their next steps. We discuss the strengths and the limitations of this approach to bringing CS for All. 

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