Document Type

Conference Paper

Journal/Book Title/Conference

International Society of the Learning Sciences

Publisher

International Society of the Learning Sciences

Publication Date

2023

Award Number

NSF, Division of Research on Learning in Formal and Informal Settings (DRL) 2031382 and 2031404

Award Title

Collaborative Research: Supporting Rural Paraprofessional Educators and their Students with Computer Science Professional Learning and Expansively Framed Curriculum

Funding Agency

National Science Foundation, Division of Research on Learning in Formal and Informal Settings (DRL)

First Page

1

Last Page

4

Abstract

This study examines how a rural-serving school district aimed to provide elementary-level computer science (CS) by offering instruction during students’ computer lab time. As part of a research-practice partnership, cross-context mathematics and CS lessons were co-designed to expansively frame and highlight connections across – as opposed to integration within – the two subjects. Findings indicated that most students who engaged with the lessons across the lab and classroom contexts reported finding the lessons interesting, seeing connections to their mathematics classes, and understanding the programming. In contrast, a three-level logistic regression model showed that students who only learned about mathematics connections within the CS lessons (thus not in a cross-context way) reported statistically significant lower levels of interest, connections, and understanding.

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