Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review

The underrepresentation of certain groups in computing has led to increasing efforts in the United States (US) to develop computing curricula that is responsive and relevant to a more diverse group of learners. In England, despite a mandatory computing curriculum from age 5, a similar problem is seen in terms of representation in formal Computer Science qualifications as in the US. The current paper used a Quick Scoping Review methodology to identify research that has implemented and evaluated culturally-responsive and relevant K-12 computing curricula, and to understand how they have been designed, the methods used for evaluation, and the factors affecting their success. In total, 12 papers were included in the review and all were from a US setting. Successes included changing learners’ attitudes towards computing and increased learning gains. Key factors in the implementation of the curricula were teacher confidence and understanding of the sociopolitical context of computing, opportunities provided for collaboration and sharing knowledge and opinions, and allowing time for difficult discussions without oversimplifying the issues. The review identifies important lessons to be learned for other countries, including England, aiming to increase the diversity in representation in computing in their schools.

Bad Tools Hurt: Lessons for teaching computer security skills to undergraduates

Understanding why developers continue to misuse security tools is critical to designing safer software, yet the underlying reasons developers fail to write secure code are not well understood. In order to better understand how to teach these skills, we conducted two comparatively large-scale usability studies with undergraduate CS students to assess factors that affect success rates in securing web applications against cross-site request forgery (CSRF) attacks. First, we examined the impact of providing students with example code and/or a testing tool. Next, we examined the impact of working in pairs. We found that access to relevant secure code samples gave significant benefit to security outcomes. However, access to the tool alone had no significant effect on security outcomes, and surprisingly, the same held true for the tool and example code combined. These results confirm the importance of quality example code and demonstrate the potential danger of using security tools in the classroom that have not been validated for usability. No individual differences predicted one’s ability to complete the task. We also found that working in pairs had a significant positive effect on security outcomes. These results provide useful directions for teaching computer security programming skills to undergraduate students.

A Computer Science Unplugged Activity: CityMap

The purpose of this study is to examine the process of writing algorithms using step by step instructions of students through computer science unplugged activity. Accordingly, CityMap activity which is related to daily life and scenario based was developed. The aim of this activity is to write algorithms of going from one place to another using step by step instructions. The rules are also to reach the destination with the shortest way and the least number of steps using correct instructions. The study group consists of 15 sixth grade students. The case study was used as a research method. For the activity, a map and a worksheet designed by the researchers were used as data collection tools and an answer key was used for the analysis. Both individual and group evaluation were made and for this process gamification components were used. The findings revealed that students could wrote algorithms step by step instructions for the tasks determined in the activity. In addition, it was concluded that using of the gamification components made the activity more enjoyable and the students be motivated towards learning of computer science.

Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3–8

Background and Context: The Inclusive Assessment of Computational Thinking (CT) designed for accessibility and learner variability was studied in over 50 classes in US schools (grades 3-8). Objective: The validation studies of IACT sampled thousands of students to establish IACT’s construct and concurrent validity as well as test-retest reliability. Method: IACT items for each CT practice were correlated to examine construct validity. The CT pre-measures were correlated with post-measures to examine test-retest reliability. The CT post-measures were correlated with external measures to examine concurrent validity. Findings: IACT studies showed moderate evidence of test-retest reliability and concurrent validity and low to moderate evidence of construct validity for an aggregated measure of CT, but weaker validity and reliability evidence for individual CT practices. These findings were similar for students with and without IEPs or 504s. Implications: IACT is the first CT tool for grades 3-8 that has been validated in a large-scale study among students with and without IEPs or 504s. While improvements are needed for stronger validity, it is a promising start.

Examining equity in an elementary school computer science intervention using component-based research

This article reports on implementation of a problem-based learning intervention developed with the intention of finding time for computer science (CS) in the elementary school day. This study investigated differences in effects on students in particular socio-demographic groups using a quasi-experimental design. We first provide an overview of the perennial problem of group differences or “gaps” in student outcomes. Then we illustrate how, using component-based research (CBR), we moved beyond the question of whether the intervention worked, to focus on which parts of the intervention worked, for whom, and under what conditions. Using hierarchical linear modeling, this study draws from a sample of 16 elementary schools with 321 teachers and 5791 students in Broward County, Florida, the sixth largest school system in the United States. This study complements a previous paper (Authors, 2020), which examined associations between intervention components and student outcomes by investigating how outcomes differ for students in different socio-demographic groups and whether the presence of particular intervention components amplify or reduce differences. Through CBR, our work illustrates that CS interventions which may appear to benefit students overall, may be less beneficial or even detrimental to particular groups.

Use Hopscotch to Develop Positive Attitudes Toward Programming For Elementary School Students

With the advancement in technology and the emphasis on computer science education, there has been a strong push for more widespread programming instruction at K-12 and higher education levels. Existing research has mostly focused on students at the secondary and post-secondary levels. Little work has involved students at the elementary school age, which has been considered a critical age to cultivate an interest in programming. The current study aimed to investigate the effects of a block-based programming interface (e.g., Hopscotch) on elementary school students’ attitudes toward programming. In this study, eighteen elementary school students in 4th -5th grades participated in a programming curriculum for about seven weeks in the US. A survey on attitude toward programming was distributed before and after the curriculum, to explore the change in attitudes toward programming. Students’ perception toward the block-based programming interface (e.g., Hopscotch) was also examined after the curricular activities. Students’ activities in lessons and artifacts from the culminating project were observed. The findings indicated that elementary school students had a positive perception of programming in the block-based programming interface. Also, the block-based programming activities contributed to more positive attitudes toward programming. Implications and limitations of the study were discussed.

Examination of the Transitions between Modal Representations in Coding Training

This study aims to determine the perceptions of undergraduates, who are receiving coding training in a faculty of education, on modal representations employed in the training process and identify their transition skills between representations. The research used the quantity search method, non-experimental design, and descriptive search models, calculating the obtained data frequencies by numerical analysis. The study was carried out with the participation of 58 undergraduates in the Computer and Instructional Technology Department of an education faculty in the 2018-2019 academic year. The representational skill-testing used in the study consists of 12 open-ended questions developed by the researchers. The reliability of the test was calculated as .96 with the Pearson product-moment correlation coefficient value. Transitions between the representation of mathematics, verbal, flowchart, and code were rankly listed in the test, which was applied in a single session. The obtained data were scored with a grading key and undergraduate achievement was assessed according to the transition between representations. The analysis has revealed that representation transition skills may differ from each other and that coding training, which takes into account these transition skills, should be carried out with flow chart, verbal, mathematical and ultimately code representations, respectively.

Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills

The aim of this study was to examine the domain-general CT skills of 8th grade students in Turkey. In the study, first, the domain-general CT scale was adapted to Turkish and then, the CT skills of the students were examined. This survey research was conducted with the 284 eighth grade students. The data were analyzed through confirmatory factor analysis, independent sample t-test and Pearson correlation test. The results of the validity and reliability tests showed that the domain-general CT scale was suitable for Turkish culture. T-test results showed no significant difference in the CT skills of the students according to gender, having a computer and internet access at home. A statistically significant difference in algorithm, evaluation, generalization, and general CT skills was found between students who learned programming and those who did not in favor of students learning programming. Correlational tests revealed that there was a positive and significant relationship between the programming experience of students who learn programming and their CT skills. As students' programming experience increased, their CT skills also increased. The results of the research were discussed, and recommendations for policy-makers and implementers were included.

Developing and Assessing Computational Thinking in Secondary Education using a TPACK Guided Scratch Visual Execution Environment

Effective and reliable assessment approaches to computational thinking in secondary education are in demand. This paper uses a guided technological pedagogical content knowledge (TPACK) framework, incorporating a visual execution environment (VEE) and Scratch project for secondary school students as a method to teach and assess computational thinking. The objective is to investigate if computational thinking and programming concepts can be improved upon following this method, and if the K-12 children are able to improve their computational thinking skills. The research study was conducted over 2 years in a school setting using the guided VEE and project developed following the dimensions of Computational Thinking process. The project participants came from two cohorts, an after-school programming camp and an in-school environment. Data was collected over two academic years and a quasi-experimental procedure with pre- and post-test was followed. The results demonstrate knowledge gain on computational and programming concepts and encourages us to convey how students translate (as opposed to transfer) their computational thinking experiences into reality. The results indicate the students achieved significant improvement in their computational thinking development.

International Trends in K–12 Computer Science Curricula Through Comparative Analysis: Implications for the Primary Curricula

The purpose of this study was to identify international trends in K–12 computer science curricula in countries that have introduced computer science education. Content analysis method was used to analyze the country-wide curricula of 10 countries which have introduced computer science education at the primary level. The K–12 Computer Science Framework was used as a theoretical frame to analyze the curricula. The results show that most countries begin their curricula with subconcepts of algorithms, program development, and under impact of computing, along with the practice of creating computational artifacts; then, countries expand upon computer science concepts and practices as learners progressed through the higher grades. Further, countries tend to introduce computer science concepts and practices in stages; once concepts and practices are introduced, they continue across multiple grades. Three approaches to implementing computer science education into the country-wide curriculum were found: introducing computer science (a) as an independent subject, (b) within multiple subjects, and/or (c) as a part of transversal competencies or an independent computer science curriculum with a cross-curricular approach. These study findings can contribute to a worldwide effort to introduce computer science education at the primary level.