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1. Implementing Computer Science in Elementary Science Classrooms: An Elementary Teacher’s Perceptions Over Four Years

   https://doi.org/10.22318/icls2025.179703  

   Lilly, Sarah; Bredder, Eric; McAlister, Anne M; Chiu, Jennifer L (June 2025, International Society of the Learning Sciences)

   As computer science (CS) is integrated in elementary science curricula, it is important to consider teachers’ perceptions in how they access CS and support students to engage in CS skills and standards through NGSS-aligned activities. This single case study utilizes the Interconnected Model of Professional Growth (IMPG) to examine teacher change and explore the perspectives of a teacher, through semi-structured interviews, as he implements an NGSS-aligned, project-based CS unit over the course of four years. Findings indicate that the teacher perceived that changes in his practice helped inform changes in student outcomes and the curriculum and, in turn, these changes in outcomes further informed his teaching practice in the next iteration of the unit. Results highlight the importance of reflection and feedback as a way to impact the teaching practice of integrating CS in elementary science education. 

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2. Implementing Computer Science in Elementary Science Classrooms: An Elementary Teacher’s Perceptions Over Four Years

   Lilly, Sarah; Bredder, Eric; McAlister, Anne M; Chiu, Jennifer L (June 2025, Proceedings of the 19th International Conference of the Learning Sciences – ICLS 2025)

   Rajala, A; Cortez, A; Hofmann, R; Jornet, A; Lotz-Sisitka, J; Markauskaite, L (Ed.)

   As computer science (CS) is integrated in elementary science curricula, it is important to consider teachers’ perceptions in how they access CS and support students to engage in CS skills and standards through NGSS-aligned activities. This single case study utilizes the Interconnected Model of Professional Growth (IMPG) to examine teacher change and explore the perspectives of a teacher, through semi-structured interviews, as he implements an NGSS-aligned, project-based CS unit over the course of four years. Findings indicate that the teacher perceived that changes in his practice helped inform changes in student outcomes and the curriculum and, in turn, these changes in outcomes further informed his teaching practice in the next iteration of the unit. Results highlight the importance of reflection and feedback as a way to impact the teaching practice of integrating CS in elementary science education. 

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3. Accessible Computational Thinking in Elementary Science.

   Bernier, J.; Cabrera, L.; Figueroa, F.; Ha, J.; Kramarczuk, K.; Mak, J.; Su, M.; Xin, Y.; Yan, L.; Ketelhut, D. J.; et al (January 2022, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022.)

   Chinn, C.; Tan, E.; & Kali, Y. (Ed.)

   Computational thinking (CT) is ubiquitous in modern science, yet rarely integrated at the elementary school level. Moreover, access to computer science education at the PK-12 level is inequitably distributed. We believe that access to CT must be available earlier and implemented with the support of an equitable pedagogical framework. Our poster will describe our Accessible Computational Thinking (ACT) research project exploring professional development with elementary teachers on integrating computational thinking with Culturally Responsive Teaching practices. 

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4. Accessible Computational Thinking in Elementary Science

   Bernier, J.; Cabrera, L.; Figueroa, F.; Ha, J.; Kramarczuk, K.; Mak, J.; Su, M.; Xin, Y.; Yan, L.; Ketelhut, D. J.; et al (January 2022, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)

   Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)

   Computational thinking (CT) is ubiquitous in modern science, yet rarely integrated at the elementary school level. Moreover, access to computer science education at the PK-12 level is inequitably distributed. We believe that access to CT must be available earlier and implemented with the support of an equitable pedagogical framework. Our poster will describe our Accessible Computational Thinking (ACT) research project exploring professional development with elementary teachers on integrating computational thinking with Culturally Responsive Teaching practices. 

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5. Engaging elementary students in data science practices

   https://doi.org/10.1108/ILS-06-2023-0062  

   Adisa, Ibrahim Oluwajoba; Herro, Danielle; Abimbade, Oluwadara; Arastoopour_Irgens, Golnaz (December 2023, Information and Learning Sciences)

   PurposeThis study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms. Design/methodology/approachThis paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning. FindingsFindings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables. Originality/valueData science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data. 

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