To date, research of computer science education in the elementary classroom has focused on technology-dependent tools like Alice, Scratch, LOGO and LEGO Mind-storms. While these tools seem to have the potential to support learning in accordance with constructionist theory, they have not lived up to expectations. Results of this research, in particular the impact of programming instruction on student achieve- ment, have been weak or mixed. Possible reasons for this are many, including the corresponding threshold and friction associated with technology-dependent learning. Inspired by a trend of non-technology-dependent instruction of computer science topics, as demonstrated by the success of Computer Science Unplugged by Tim Bell, Mike Fellows and Ian Witten, we have chosen instead to investigate the impact of unplugged computer science instruction on Grade Six students. The shift away from programming instruction may also serve to help dispel the myth that computer science is programming. Computer science is a broad and diverse field which impacts the lives of all people in a multitude of ways. It is not yet clear what the best approach is for integrating computer science education into the elementary classroom. One suggestion is to teach computer science topics such that they support other areas of elementary education. For example, students are encouraged to adopt many different problem solving strategies, as supported by the British Columbia Ministry of Education’s K-7 Mathematics Integrated Resource Package (IRP). These strategies include “draw a picture”. Graph theory has the potential to support problem solving as a means of representing complex connections and relationships in a clear and concise manner. Alternatively, a standalone computer science curriculum may be appropriate, in the spirit of the Computer Science Teacher’s Association (CSTA) “A Model Curriculum for K-12 Computer Science”. Whatever the approach, an important, and fundamental, step in making curricular change is to support the need for change with sound educational research. Only then can we hope to earn the support of the stakeholders, such as school districts and teacher education programs, who can make this change a reality. In this pilot study, we investigate the impact of graph theory lessons in two Grade Six math classes. Because of the small class sizes and somewhat reduced participation rates, the results of this study need to be verified with further, larger scale studies. However, early indications are that Grade Six students are capable of learning graph theory, and applying it when working on mathematical word problems. In some cases, there appears to be an association between students’ ability to apply graph theory as one of many problem solving strategies, and the correctness of their solutions to problems.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3193 |
| Date | 11 January 2011 |
| Creators | Carruthers, Sarah |
| Contributors | Stege, Ulrike, Pelton, Timothy W. |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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