DISSECT: Analysis of pedagogical techniques to integrate computational thinking into K-12 curricula

This paper analyzes the efforts of DISSECT (DIScover SciEnce through Computational Thinking) to introduce computer science theories into K-12 Curricula. This is accomplished by teaching computational thinking (CT) problem solving techniques in existing STEM+C courses in select middle and high school classrooms in Las Cruces, New Mexico, USA. Data collected over the course of the fall 2014 and spring 2015 semesters involving 10 graduate fellows, 9 teachers, and over 200 K-12 students has been analyzed. A single assessment was issued at the beginning and end of each semester in order to track metrics about fellow-teacher pairings, student understanding of CT concepts, and student interest in STEM+C areas. Using statistical analysis software to evaluate the data, we were able to determine the efficacy of the DISSECT program. In particular, we use descriptive statistics to evaluate the trends in CT vocabulary recognition and overall interest in computing, and we compare trends across courses and grade levels.