Aim/Purpose: This paper aims to explore whether having state Computer Science standards in place will increase young children’s exposure to coding and powerful ideas from computer science in the early years. Background: Computer science education in the K-2 educational segment is receiving a growing amount of attention as national and state educational frameworks are emerging. By focusing on the app ScratchJr, the most popular free introductory block-based programming language for early childhood, this paper explores if there is a relationship between the presence of state frameworks and ScratchJr’s frequency of use. Methodology: This paper analyzes quantitative non-identifying data from Google Analytics on users of the ScratchJr programming app. Google Analytics is a free tool that allows access to user activity as it happens in real time on the app, as well as audience demographics and behavior. An analysis of trends by state, time of year, type of in-app activities completed, and more are analyzed with a specific focus on comparing states with K-12 Computer Science in place versus those without. Contribution: Results demonstrate the importance of having state standards in place to increase young children’s exposure to coding and powerful ideas from computer science in the early years. Moreover, we see preliminary evidence that states with Computer Science standards in place support skills like perseverance and debugging through ScratchJr. Findings: Findings show that in the case of ScratchJr, app usage decreases during the summer months and on weekends, which may indicate that coding with ScratchJr is more often happening in school than at home. Results also show that states with Computer Science standards have more ScratchJr users on average and have more total sessions with the app on average. Results also show preliminary evidence that states with Computer Science standards in place have longer average session duration as well as a higher average number of users returning to edit an existing project. Recommendations for Practitioners: Successful early childhood computer science education programs must teach powerful ideas from the discipline of computer science in a developmentally appropriate way, provide means for self-expression, prompt debugging and problem solving, and offer a low-floor/high-ceiling interface for both novices and experts. Practitioners should be aware in drops in computer science learning during the summer months when school is not in session. Recommendation for Researchers: Researchers should consider the impact of state and national frameworks on computer science learning and skills mastered during the early childhood years. Researchers should look for ways to continue engaging students in computer science education during times when school is not in session. Impact on Society: Results demonstrate the importance of having state CS standards in place to increase young children’s exposure to coding and powerful ideas from computer science in the early years. Moreover, we see preliminary evidence that states with Computer Science standards in place support skills like perseverance and debugging through ScratchJr. Future Research: Future research should continue collecting Google Analytics from the ScratchJr app and track changes in usage. Future research should also collect analytics from a wide range of programming applications for young children to see if the trends identified here are consistent across different apps.

Aim/Purpose: This paper explores the potential value of critical thinking in computer science education and discusses strategies for its integration across the curriculum. Background: As technology rapidly evolves and becomes increasingly integrated into society, there is a growing need for computer science graduates who can think critically about the ethical, societal, and technical implications of their work. Methodology: This study employs a conceptual analysis approach, reviewing existing literature on critical thinking in computer science education and synthesising insights from various sources. The analysis focuses on identifying challenges in implementing critical thinking instruction and proposing practical solutions. Contribution: This paper provides an overview of the current discourse on integrating critical thinking into computer science curricula. It explores the distinction between critical thinking and computational thinking, discusses various pedagogical approaches, and offers insights into potential challenges of implementation. Findings: The paper identifies six key challenges in embedding critical thinking into computer science education. It proposes initial steps to address these challenges, including curriculum redesign, innovative assessment methods, and faculty development strategies. Recommendations for Practitioners: Educators should adopt a balanced approach that complements technical education with critical thinking exercises, using diverse teaching methods such as dialogue-based teaching and authentic instruction. Recommendation for Researchers: Future research should focus on empirical studies to assess the effectiveness of the proposed solutions and develop standardised tools for evaluating critical thinking skills in computer science. Impact on Society: By enhancing critical thinking skills in computer science education, we can produce graduates who are better equipped to address complex technological challenges and their societal implications. Future Research: Further investigation is needed into the most effective pedagogical approaches for teaching critical thinking in computer science, with a focus on multidisciplinary perspectives.

A report released today by the National Research Council presents a new framework for K-12 science education that identifies the key scientific ideas and practices all students should learn by the end of high school.

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All districts in Wyoming will be required to provide K-12 computer science instruction, and Idaho high schools will offer at least one high school CS course.

International Council of Associations for Science Education

A Shanghai-based university's ranking of world universities has relegated the highly-rated Indian Institute of Science and the IITs to the bottom of its list, shattering the comfortable assumptions of Indian academics who pride themselves on their achievements. Summiya Yasmeen reports.

“Places of Invention,” a planned 3,500-square-foot exhibition at the National Museum of American History scheduled to open in 2014, will feature a selection of “hot spots” of invention and innovation—places where a critical mass of inventive people, networks, institutions, funding and other resources come together and creativity flourishes.

The post Lemelson Center receives $2.6 million grant for informal science education appeared first on Smithsonian Insider.

The Smithsonian Science Education Center (formerly NSRC) was formed by the Smithsonian Institution and the National Academies in 1985 with the mission to improve the learning and teaching of science in school districts in the United States and throughout the world.

The post Smithsonian Science Education Center / National Academies appeared first on Smithsonian Insider.

A report released today by the National Research Council presents a new framework for K-12 science education that identifies the key scientific ideas and practices all students should learn by the end of high school.

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All districts in Wyoming will be required to provide K-12 computer science instruction, and Idaho high schools will offer at least one high school CS course.

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The Association for Science Education's online website. The Wellcome Library subscribes to selected titles only.

Girls show stronger persistence in science tasks when they are asked to "do science" rather than "be scientists," finds a new study in the journal Psychological Science.

A partnership works to create and implement a district-wide NGSS-aligned science curriculum and instructional model.

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