Finding the Hook: Computer Science Education in Elementary Contexts

Project Based Learning (PjBL) Model in Science Learning: A Bibliometric Analysis

“…The use of computer simulations has been proven to help students visualize concepts so they are easy to understand [53]. Another research investigation revealed that elementary school educators, who possessed limited computer science expertise, incorporated it into project-based learning (PjBL) within the context of the standards-based elementary curriculum for Grades 3-5 [54]. The implementation of STEM project-based learning provides a significant increase in student motivation.…”

Put two and two together: A systematic review of combining computational thinking and project-based learning in STEM classrooms

“…Lastly, research tried to investigate teachers' professional development. In this study, PBL was found to be highly feasible for integrating CS across disciplines, although teachers encountered time and resource constraints in the process (Ozturk et al, 2018).…”

“…In other words, there is a tension between teachers' own weak technological background and the current dominance of plugged activities. Secondly, schools' strict curriculum schedules limit lesson time and also lack adequate equipment support (Ching et al, 2019;Ozturk et al, 2018;Kopcha et al, 2017). From this perspective, there is a clear contradiction between the strict demand for the program and the shortage of resources in schools.…”

“…In future research, it might be possible to compare the effectiveness of several integration tools at the elementary level to find the best way to integrate them. Teacher level Teachers' resistance When conflict with exam, teacher change to more direct teaching approach (Ozturk et al, 2018) Balance problem Hard to determine the percentage of programming and subject knowledge (Hutchins et al, 2019) Dynamic changes of technology The diversity of tool types in integrated courses requires teachers to re-learn how to use and facilitate the use of different kinds of software (Leonard et al, 2016;Bernstein et al, 2020) Lack of professional development Awareness that the curriculum lags technology, but lack of experience in translating general knowledge of the process into steps that lead to an intertwined curriculum unit (Bernstein et al, 2020) Student level Ineffective teamwork Over-reliance of the group on one member (Ching et al, 2019) Alignment problem Students' attention is on game play rather than subject knowledge (Tucker-Raymond et al, 2019) Abstract or transfer problem Students struggle to transfer from subjects knowledge to integrating tools (Hutchins et al, 2019;Bernstein et al, 2020) Persistence of interest Prolonged non-change of learning platforms leads to loss of interest and is more pronounced in girls (Leonard et al, 2016) School level Technic popularity Schools are making slow progress in using technology to improve student outcomes (Leonard et al, 2016) Time limitation There are many course tasks and not enough time to complete them (e.g., programming is very timeconsuming) (Ching et al, 2019;Ozturk et al, 2018;Kopcha et al, 2017) Unreliable infrastructure Unstable networks and insufficient equipment (Ching et al, 2019;Ozturk et al, 2018) Resource selection…”

Computer Education Reform in Taiwan

“…For example, computer teachers can freely select a coding language to teach programming. Prior studies indicated that teachers need more training and appropriate curriculum design paradigms when the new computer curriculum design combines computer technology and problem-based learning (Ozturk et al, 2018). Therefore, sufficient professional support, teacher buy-in, and self-motivated interest to adapt pedagogical techniques are vital to the success of guideline implementation.…”