| dc.description.abstract | In recent years the K-12 standards for Science, Technology, Engineering, and Math (STEM) and Computer Science (CS) at the national and state levels have been revamped to introduce more comprehensive and advanced topics. This dissertation focuses on part of this objective by presenting a computational thinking (CT), networking, and network security curriculum aligned to standards for 7th- and 8th-grade students. Curricular materials were co-designed with the classroom teacher prior to implementation in the classroom. Data related to student learning and attitudes were gathered at various points throughout the intervention, including formative and summative tests and surveys. Results were centered on three main areas. First, the overall learning and attitude changes of students from beginning to end. Second, the use of linear regression and correlational analyses to study progressions in student learning as measured by assessment scores. Finally, the progression of student strategy use through the curriculum as measured by sequences of programming actions and survey responses. This component featured Markov chain models and Differential Sequence Mining.
There were several main takeaways related to these results. Student performance significantly improved from the beginning to the end of the intervention in CT, Networking, and Security. Prior knowledge of CT as well as the ability to learn those concepts quickly during the curriculum appeared to have a substantial relationship with learning the more advanced concepts. CT and the aggregated overall performance could be accurately tracked over time. Student computing confidence improved, but students’ self-assessments did not indicate significant change in their computing interest or engagement. Overall, contributions include an improved understanding of student learning in these areas, including a possible disconnect between CT and the more advanced concepts that would require further study. The dissertation also presents a full curricular and assessment implementation, each of which resulted from the co-design process and could be adapted to suit the needs of other teachers and researchers moving forward. | |
