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Award ID contains: 2405799

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  1. ; ; ; (, 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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    Free, publicly-accessible full text available June 10, 2026
  2. ; ; (, ACM)
    Free, publicly-accessible full text available February 12, 2026