To teach the language to younger students, you first introduce them to the letters of the alphabet and the sounds the letters make. Next, work your way through combining letters into simple words and then into sentences.
To teach math, you start with numbers, then counting, then basic addition and subtraction.
So where do you start when it comes to teaching K-12 students the basics of computer science? ZDNet asked, and here’s what three education experts had to say.
Expert: Sometimes failing is part of learning computer science
Kim Wilkens said that one of the first messages she shares with teachers learning computer science is that problem solving through trial and error, and occasional failure, is okay.
Wilkens is a doctoral student at the University of Virginia. She is studying K-8 computer science (CS) education. She is also the founder of Charlottesville Women in Tech and the non-profit tech girls.
Trial and error is a fundamental element of teaching, learning and working in computer science, he explained.
So is the fact that “there can be multiple ‘correct’ answers to the problem,” Wilkens said.
This means that there is a culture of experimentation in computer science education, where experimentation and creativity are encouraged.
Regarding the changes related to the pandemic, “one positive thing I heard, especially with teaching computer science to elementary students, is that because students had access to and practice with technology, more time could be spent teaching concepts computer science and not just how to use technology, Wilkens said.
“A couple of challenges I heard about was the difficulty of supporting students when they had issues with their code and screen fatigue during the pandemic.”
Jennie Chiu, an associate professor of education at UVA’s School of Education and Human Development, echoed Wilkens’ perspective.
“I would add connecting computer science concepts to students’ daily lives, cultures and previous experiences as another pedagogical strategy, especially for elementary students,” he said. “Many CS concepts are related to everyday experiences.”
For example, dancing involves loops. Or you can use a conditional when deciding how to dress in the morning: if it’s cold, then I’ll wear a sweatshirt. Algorithms can be considered as recipes.
“However, it is equally important after making these connections to help students understand and distinguish the differences between the language and everyday experiences and the language and programming of computer science,” Chiu said.
Keys to teaching computer science in primary school
“K-4 students explore CS concepts through unplugged activities, coding games, robotics, and block-based programming,” Wilkens said.
“At this age, students need opportunities to practice recognizing and using patterns, sequences, loops, if/then conditions, event-based programming, and debugging to solve problems. They should also be exposed to CS vocabulary and how CS engages with the world around him.”
Chiu said offline learning experiences, away from computer screens, are important.
“Unconnected activities help students understand that computer science is more than just working with computers and instead is a way of thinking and solving problems that extends into many other fields and domains,” Chiu said.
“However, as Kim said, the joy and excitement that students get from working with various computing devices and realizing that they can make that piece of technology do what they want it to do is empowering and an important opportunity for all the students. “
Computer Science in Middle School: Cultivating Curiosity
Grades 5-8 can be a stressful time for students, teachers, and families.
Most children living in the US in these grades are between the ages of 10 and 14. The upper elementary and middle school years are often a time of rapid change for tweens, teens, and their families.
When it comes to learning about technology and computer science, during this time, the focus on honing programming skills continues. Children in this age group also begin to explore syntax through text-based coding platforms.
Additionally, “they also gain a deeper understanding of the relationship between hardware, software, data, and the impact of technology on their world,” Wilkens said.
“At this age, students need opportunities to create technology projects across disciplines. As their projects become more complex, students will also begin to make independent decisions about when and where to incorporate variables, Boolean logic, and procedures.”
Wilkens said that students in this older age group “should be challenged to consider the usability of their designs and iterate on their solutions. They should also weigh the ethical consequences to use their power to create technology for good or ill.
Computer science curricula for K-8 students should also have a foundation for cultivating students’ curiosity, Kevin Good said. He is an assistant professor of special education at the University of Mary Washington College of Education.
“I love telling my teacher prep students that computer science should be like a trip with Ms. Frizzle, one where we take chances and make mistakes,” Good said.
Other elements of the curriculum should include critical and abstract thinking skills, collaboration and communication, Good said.
Finally, it’s probably no surprise that the pandemic has changed the way computer science is taught to America’s youngest students. The changes include a push to have a device in the hands of every student for academic use.
But your access and experience, or the experience your student will have, depends on where you live in the United States.
High school students with a passion for computing might also consider online or in-person bootcamps, such as Google Code Next Programwhich recently opened a location in Detroit.