This randomized control trial evaluated the impact of a year-long professional development (PD) program on elementary teachers' CS content knowledge, self-efficacy, and CS implementation. It also investigated teachers' PD experiences and expectations. The findings suggest that treatment teachers' self-efficacy for teaching CS significantly…

The rapid advancement of artificial intelligence and its increasing societal impacts have turned many computing educators' focus toward early education in machine learning (ML). Limited options for educational tools for teaching novice learners about the mechanisms of ML and data-driven systems presents a recognized challenge in K-12 computing…

Background and Context: Professional development (PD) programs for K-12 computer science teachers use surveys to measure teachers' knowledge and attitudes while recognizing daily sentiment and emotion changes can be crucial for providing timely teacher support. Objective: We investigate approaches to compute sentiment and emotion scores…

Research on collaborative learning of computer science has been conducted primarily in programming. This paper extends this area by including short tasks (such as those used in contests like the Bebras Challenge) that cover many other computer science topics. The aim of this research is to explore how problem-solving in pairs differs from…

Recently, creativity has been acknowledged for its importance in improving computer science learning and attitudes. However, very little is known about how to integrate creativity in preservice teacher computing education. Toward this end, we developed a creativity-enhancement intervention in an online Creative Computing instructional module to…

Computational thinking (CT) is increasingly integrated into education, promoting problem-solving skills essential for the 21st century. However, little is known about how teachers assess CT in K-12 classrooms. This qualitative study explores elementary teachers' approaches to CT assessment after professional development in integrating CT into core…

Computational thinking is a relatively new field for teachers and educational researchers, where new pedagogical approaches emerge to teach various aspects of computational thinking that covers various thinking abilities and techniques for solving problems. Computational thinking concept received great attention from researchers and instructors…

Teachers' lack of knowledge abound computational thinking (CT) and limited opportunities to incorporate CT in existing curricula pose unique challenges at the elementary level. Despite the crucial role of professional development (PD) in preparing elementary school teachers to integrate CT in classroom instruction, there is little research…

Computational thinking (CT) activities are increasingly being integrated into early childhood schools. We focus on studying children's learning using an "unplugged" (non-computational) learning unit that considers a teacher's knowledge and classroom space and affords seamless adaptation into the classroom given the objects used in the…

Today computing is intricate in all aspects of our lives, beginning with communications and education to banking, information security, health, shopping, and social media. Development of the computing is proportional to the development of software which is becoming a serious part of all daily lives. This paper, therefore, assessed the impact of…

Background: The recent discussion of introducing artificial intelligence (AI) knowledge to K-12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public…

Computational thinking (CT) is becoming increasingly important as a learning content. Subject-integrated approaches aim to develop CT within other subjects like mathematics. The question is how exactly CT can be integrated and learned in mathematics classrooms. In a case study involving 12 sixth-grade learners, CT activities were explored that…

Background and Context: More data are needed about how young learners identify and fix errors while programming in pairs. Objective: The study will identify discernible patterns in the intersection between debugging processes and the type of regulation used during debugging while children engage in coding to drive further theory and model…

This study was conducted to investigate the effects of learning trajectories-based coding (LTs) and LTs-based program on preschoolers' length, area, volume, and angle measurement skills. A quasi-experimental research design was utilized with a quantitative approach. The study's participants were 47 children between the ages of 55-71 months who…

Computational thinking (CT) skills have become increasingly important in modern education, as they equip students with critical problem-solving skills applicable across various domains. Given the growing emphasis on digital literacy, it is essential to investigate grade- and gender-level differences in CT skills among students to support targeted…