Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach

Century, Jeanne; Ferris, Kaitlyn A.; Zuo, Huifang

doi:10.1186/s40594-020-00218-3

International Journal of STEM Education

Table 1 Conceptual overview of the components under investigation

From: Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach

Research Question 1:	Research Question 2:
How is the implementation of integrated “Time4CS modules” associated with grade 3–5 students’ academic achievement outcomes?	How is the implementation of integrated “Time4CS modules” associated with grade 3–5 students’ attitudes toward CS?
Level 1: student-level variables	Level 1: student-level variables
•Demographic characteristics: - Gender - Race - Ethnicity - Grade level - English language proficiency - SES •Previous experience completing Code.org lessons	•Demographic characteristics: - Gender - Race - Ethnicity - Grade level - English language proficiency - SES •Previous experience completing Code.org lessons •*Pre-intervention school and CS attitudes
Level 2: teacher-level variables	Level 2: teacher-level variables
•Time4CS module completion •Interactional Implementation - Teacher facilitation of group work - Teacher facilitation of cognitively demanding work - Teacher facilitation of students taking intellectual risks - Teacher use of interdisciplinary teaching practices •Structural implementation - Mandatory, grade-level Code.org CS lessons - Supplemental non-grade-level (above or below grade level) Code.org CS lessons - Non-Code.org CS lessons •Factors: - Resourcefulness and coping - Innovativeness •Previous CS teaching experience	•Time4CS module completion •Interactional implementation - Teacher facilitation of group work - Teacher facilitation of cognitively-demanding work - Teacher facilitation of students taking intellectual risks - Teacher use of interdisciplinary teaching practices •Structural implementation - Mandatory, grade-level Code.org CS lessons - Supplemental non-grade-level (above or below grade level) Code.org CS lessons - Non-Code.org CS lessons •Factors: - Resourcefulness and coping - Innovativeness •Previous CS teaching experience

Note: *Indicates variables assessed in the hierarchical linear model investigating students’ attitudinal outcomes. The inclusion of these variables in the HLM for Research Question #2 is the only difference between the two HLM models under investigation

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