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Promoting elementary students’ computer science conceptual knowledge and coding performance: a mixed methods case study
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DOI：10.1080/15391523.2026.2661645.png)
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Abstract
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This mixed-methods study reported how teaching core CS concepts through coordinated unplugged and plugged activities improved elementary students’ coding performances. Through collaborative design with elementary teachers, we developed 14 activities focusing on data, conditional logic, and variables and implemented them with 13 fourth- and fifth-grade students in Spring 2025. Using a convergent mixed methods approach, we analyzed students’ pre-, mid-, and post-test scores on a coding task and responses in cognitive interviews. Quantitative results revealed a statistically significant difference in coding performance from pretest to post-test. Meanwhile, qualitative findings revealed a progressive development in students’ conceptual understanding.
Keywords:
Elementary education
computer science education
conceptual knowledge
coding
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