An Unplugged Curriculum: Empowering All Middle Schoolers with Computational Thinking

Abstract

Computational thinking is a newly popularized concept, and many have argued for its place in the K-12 curricula. The pedagogical approach is one that creates discussion and debate on how to effectively educate the current and future generations. This thesis presents a novel way of teaching computational thinking skills, specifically to middle school students. The approach links computational thinking concepts to everyday life occurrences and utilizes a teaching strategy that combines aspects of Montessori, peer learning, and unplugged instruction. This method enhances students’ comprehension of computational thinking concepts, cultivates their long-term interest, and encourages their engagement with the material at a deeper level. It helps bridge the unfamiliarity gap many students have with computer science and computational thinking and introduces a new way of thinking about problems in this heavily computational world. A curriculum framework is provided along with sample units that can be used, edited, or iterated upon. With hopes to continuously equip students for the ubiquitous technological world around them, this work serves as a first step in a new direction.