This study presents an inclusive K-12 AI curriculum for elementary schools, focusing on six design principles to address gender disparities. The curriculum, designed by the researchers and an elementary teacher, uses tangible tools, and emphasizes collaboration in solving daily problems. The MANOVA results revealed initial gender differences in AI…

Although abstraction is widely understood to be one of the primary components of computational thinking, the roots of abstraction may be traced back to different fields. Hence, the meaning of abstraction in the context of computational thinking is often confounded, as researchers interpret abstraction through diverse lenses. To disentangle these…

This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this…

While educational games have been increasingly popular in education, insufficient studies have comprehensively reviewed their effectiveness. To complement this missing link, this study explored game-based learning outcomes including academic achievements, problem-solving, and critical thinking abilities, knowledge, learning efficiency, skills,…

Examines reasons why some elementary and secondary students learn programming in BASIC and LOGO much better than others suggesting this happens because students bring different learning patterns to the programming context. Pitfalls novices face in learning programming are discussed, and instructional design suggestions to foster better learning…

This study examines online messages in a discussion forum that a group of K-12 history teachers used to discuss curriculum implementations as part of their professional development. It has 3 main research foci. First, it focuses on identifying the types of assistances provided to the teachers in an online forum. Second, it examines teachers'…

Analyzes selected applications of hypermedia technology in science teacher education, mathematics problem solving, and science testing. Highlights include advantages for preservice teachers; anchoring instruction for mathematics problem solving in video-based macrocontexts; and increases student achievement levels on science tests. (LRW)

This critical examination of the assumption that computer-based instruction enhances student learning and performance over traditional means summarizes arguments from past and present analyses of research, examines media attributes or symbol system theories, and presents evidence that much research is susceptible to rival hypotheses. (MBR)

Presents a study of interactions among eight-year-old students working with computers. Students' communicative interactions in front of the computer were compared with interaction occurring in other activities. Students interacted more when they were using the computer. Most of this interaction was concerned with problem-solving. Students…

This review of research on computer use in education focuses on the development of higher order thinking skills and the effects of programming instruction. Eight hypotheses are proposed to account for the general failure of the research to confirm the expectations, and a new programming language, Prolog, is described. (70 references) (Author/LRW)

In this review of the research on how current computer learning environments can foster the acquisition of complex cognitive skills, two issues emerge: (1) what cognitive accomplishments are likely in the computer environment; and (2) what factors predispose students to benefit from the environment. (MBR)