Identifying elementary students' pre-instructional ability to develop algorithms and step-by-step instructions

  • Authors:

  • Hilary Dwyer;Charlotte Hill;Stacey Carpenter;Danielle Harlow;Diana Franklin

  • Affiliations:

  • University of California Santa Barbara, Santa Barbara, CA, USA;University of California Santa Barbara, Santa Barbara, CA, USA;University of California Santa Barbara, Santa Barbara, CA, USA;University of California Santa Barbara, Santa Barbara, CA, USA;University of California Santa Barbara, Santa Barbara, CA, USA

  • Venue:
  • Proceedings of the 45th ACM technical symposium on Computer science education
  • Year:
  • 2014

Quantified Score

Hi-index 0.00

Visualization

Abstract

The desire to expose more students to computer science has led to the development of a plethora of educational activities and outreach programs to broaden participation in computer science. Despite extensive resources (time and money), they have made little impact on the diversity of students pursuing computer science. To realize large gains, computational thinking must be integrated into K-12 systems, starting with elementary school. In order to do so, existing resources need to be adapted for a school setting. To make a curriculum with lessons that build on each other over several years, and accountability for student learning, we need standards, an understanding of how students learn, and identification of what students know before exposure to the curriculum. In this paper, we present our detailed findings of what fourth graders know before encountering a computational thinking curriculum. Groups of students participated in activities modified from CS Unplugged in order to discover their knowledge (rather than provide instruction). We identify aspects of the activities students were able to complete successfully, and where they will need further instruction. We then explain how we used these results to modify our pilot curriculum.