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Background. Software Engineering (SE) is a new and emerging topic in secondary computer science classrooms. However, a review of the recent literature has identified an overall lack of reporting on the development of SE secondary curriculum. Previous studies also report low student engagement when teaching these concepts. Objectives. In this experience report, we discuss the development of a 9-week, project-based learning (PBL) SE curriculum for secondary students. During this curriculum, students create a socially relevant project in groups of two to three. We discuss displays of participant engagement with CS concepts through the PBL pedagogy and the SE curriculum. Method. We examine participant engagement through group artifact interviews about student experiences during a week-long, virtual summer camp that piloted activities from our curriculum. During this camp, students followed a modified SE life cycle created by the authors of the paper. Findings. Participants showed engagement with the curriculum through various aspects of PBL, such as autonomy, creativity, and personal interest in their project topic. Implications. The lessons learned from this experience report suggest that PBL pedagogy can increase student engagement when teaching CS concepts, and this pedagogy provides detail and structure for future secondary SE curriculum implementations to support educators in the classroom
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This content will become publicly available on February 18, 2026
Iterating Toward a Student-Centric High School Data Science Curriculum
Tailoring learning materials and activities to the learners is crucial for enhancing their engagement and interest. With a student-centered approach and iterative design, we developed a new interest-driven API-based data science curriculum for high school students. We revised our pilot curriculum based on feedback from our pilot teacher, student performance and course evaluations, and class observations. Key modifications included incorporating real-world examples of data science applications, expanding coding activities, and redefining class discussions to improve student involvement. Here, we summarize some of these changes made to support the development of data scientist identities and increased student engagement. This work highlights the significance of research-practice partnerships and recommends leveraging feedback from both educators and students to enhance curriculum delivery in K-12 settings. It contributes to the evolving field of data science education in K-12 classrooms and emphasizes the value of collaborative curriculum development based on practical classroom experience and feedback.
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- Award ID(s):
- 2141655
- PAR ID:
- 10653765
- Publisher / Repository:
- Data Science Education K-12 Conference
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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