We describe a new introductory CS curriculum initiative that uses analogies and active engagement to develop students' conceptual understanding before applying the concepts to programming. We believe that traditional coding approaches to introducing computer science concepts rely on students to build their own conceptual understanding, rather than grounding their understanding of concepts in what they know from everyday experiences. Using constructivism as a foundation for this curriculum initiative, our approach builds a framework for student understanding anchored in the physical world using simple games and stories to stimulate mental engagement through embodied learning.

We describe a new introductory CS curriculum for middle schools that focuses on teaching CS concepts using the instructions and rules for playing simple, physical games. We deliberately avoid the use of technology and, in particular, programming, and we focus on games, such as tossing a coin to see who goes first and playing Tic-Tac-Toe. We report on middle-school students' understanding of basic CS concepts and their experiences with the curriculum.

In this work (a full paper on an innovative practice), we report on middle school students’ experiences while learning a new text-based, functional domain-specific teaching language for programming well-known, simple physical games, such as tossing a coin to see who goes first or playing Tic-Tac-Toe. Based on students’ responses after taking an 18-week, 7th grade elective, we find that the majority of the students like learning the new language because it is not block-based, it is not complicated, and it is in the domain of games. However, we also find that there are some students who say programming is what they like the least about the class, and the majority of the students report that they struggle the most with writing the syntax. Overall, the majority of students like the curriculum, language, and using games as a way to explain CS concepts and teach programming. Even though learning a text-based, functional programming language may be difficult for middle-school students, these results show that the domain-specific teaching language is an effective teaching vehicle at the middle school level.

In this poster, we report our experiences with implementing two virtual computer science camps for middle school children. The camps use a two-part curriculum: One designed for 6th grade students using computer science concepts from familiar unplugged games, and the other targeted at 7th grade students using a domain-specific teaching language designed for programming board games. We use the camps to pilot the curricular material and provide teachers with practical training to deliver the curriculum virtually. Due to the teachers' commitment to finding successful strategies for delivering the curriculum online, the unplugged and programming activities worked surprisingly well in the remote environment. Overall, we found the use of well-known, unplugged games to be effective in preparing students to think algorithmically, and students were able to successfully code small programs for simple games in a new, functional, text-based language.