Accelerating K-12 computational thinking using scaffolding, staging, and abstraction

Abstract

We describe a three-stage model of computing instruction beginning with a simple, highly scaffolded programming environment (Kodu) and progressing to more challenging frameworks (Alice and Lego NXT-G). In moving between frameworks, students explore the similarities and differences in how concepts such as variables, conditionals, and looping are realized. This can potentially lead to a deeper understanding of programming, bringing students closer to true computational thinking. Some novel strategies for teaching with Kodu are outlined. Finally, we briefly report on our methodology and select preliminary results from a pilot study using this curriculum with students ages 10-17, including several with disabilities.