Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach

Abstract

Background As the number of computer science (CS) jobs become increasingly available in this country and computing skills become essential tools for managing all aspects of our personal lives, CS is quickly becoming an essential element of K-12 education and recently, there has been increased attention to bringing computer science to the elementary grades. However, with a schedule that emphasizes literacy and mathematics, and other subjects competing for instructional time, creating opportunities for CS in the elementary school day is challenging. This study aimed to address this problem by investigating the use of problem-based transdisciplinary modules (i.e., “Time4CS” modules) that combined English language arts (ELA), science, and social studies lessons with the Code.org “Fundamentals” CS education program. Results Results indicated that teachers who taught Time4CS modules completed more CS lessons than teachers who did not teach the modules. Further, across all classrooms, completing a higher percentage of non-grade level assigned Code.org Fundamentals lessons (i.e., Code.org lessons above or below grade level that were available to teachers, but not required for their particular grade level) was positively associated with students’ achievement outcomes on state ELA and mathematics tests. Additionally, higher amounts of interdisciplinary teaching practices were associated with higher student achievement, specifically students’ state assessment ELA scores. Conclusions This study demonstrated that transdisciplinary problem-based modules that integrate the teaching of CS with other subject areas are a feasible way to bring more CS opportunities to younger learners. Moreover, it showed that implementing such modules is linked to more positive student academic achievement outcomes. With attentive revision, the modules featured in this study may be useful tools for elementary schools. These findings have implications for researchers, school district administrators, and those individuals who are in-charge of public policy initiatives seeking ways to bring CS to all elementary school students. Specifically, they highlight that it is possible to make time in the elementary school day for CS, and that there are no negative consequences for core subjects (e.g., ELA and mathematics).

Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education

“…Nine learners in IDL thought the class improved their attitudes towards programming and four learners mentioned the programming class was beneficial to other subjects which required computational thinking ability. Most of the learners (N = 27) in the UPP class mentioned that learning through unplugged programming activities could promote their learning attitudes and 10 of them mentioned the programming class could improve their performances in other subjects, especially mathematics, which was consistent with previous research (e.g., Century et al, 2020). For example, Wang responded, "Some knowledge within the unplugged programming activities were connected with our mathematics course, such as sequence… I think it is quite suitable for me. "…”

Improving High Order Thinking Skills (HOTS) Through the Trikaya Parisudha Learning Model

“…Questions, statements, and illustrations presented at the beginning of the lesson are learning stimuli. When students face problems related to their lives, there will be a sense of responsibility to solve these problems so that they will be aware of exploring relevant information to solve the problems at hand (Balan et al, 2019;Century et al, 2020;Mulyani, 2020). The Tri Kaya Parisudha learning model provides opportunities and for students to build their knowledge and at the same time utilize their knowledge to solve contextual problems that exist I Gede Astawan / Improving High Order Thinking Skills (HOTS) Through the Trikaya Parisudha Learning Model around their environment (Artawan & Ardiawan, 2018;Somawati & Made, 2019).…”

The Purpose of the Use Classroom Language

“…At junior high school, the level of the way students think will be developing differently. For some students who are already familiar with English in elementary school, they tend to only know the vocabulary they encounter daily (Century et al, 2020;Megawati & Utami, 2020). While in junior high school, students should be directed to start communicating with their teachers or friends.…”