A rigorous quasi-experimental design research study will be conducted by Education Development Center (EDC) to measure the impact of the Science+C courses on student outcomes. The research will address five specific research questions (RQs):

  • RQ1: Do students enrolled in a Science+C course demonstrate higher levels of computation thinking skills than students who are enrolled in the same course without +C integration?
  • RQ2: Do students enrolled in a Science+C course demonstrate higher achievement on science assessments than students who are enrolled in the same course without +C integration?
  • RQ3: Do students enrolled in a Science+C course demonstrate higher achievement on science Mass. Comprehensive Assessment System (MCAS) assessments than those enrolled in the same course without +C integration?
  • RQ4: How do the results for RQs 1–3 vary by previous or concurrent enrollment in a standard CS course?
  • RQ5: How do teachers describe the impact of the Science+C PD on their teaching?

One-hundred twenty public high-school science classrooms throughout MA will be included in the research study. Sixty teachers will participate in a year-long professional development program to increase their capacity to integrate computational models into their biology, chemistry, and physics curricula. Their students will engage with SCIENCE+C modules over the year in their science courses and will be a part of the intervention group. Importantly, 60 additional teachers and their students will participate in the research study as the comparison group. The comparison group will engage in business-as-usual science pedagogy and learning. Data will be collected from students and teachers in both the intervention and comparison groups in the fall (baseline) and in the spring (year-end). Data analyses will determine if the intervention group acquired computational thinking and science skills and knowledge above and beyond what the comparison group did over the course of the school year.

Learn about participating in the research