The language and concepts used by curriculum designers are not always interpreted by children as designers intended. This can be problematic when researchers use self-reported survey instruments in concert with curricula, which often rely on the implicit belief that students’ understanding aligns with their own. We report on our refinement of a validated survey to measure upper elementary students’ attitudes and perspectives about computer science (CS), using an iterative, design-based research approach informed by educational and psychological cognitive interview processes. We interviewed six groups of students over three iterations of the instrument on their understanding of CS concepts and attitudes toward coding. Our findings indicated that students could not explain the terms computer programs nor computer science as expected. Furthermore, they struggled to understand how coding may support their learning in other domains. These results may guide the development of appropriate CS-related survey instruments and curricular materials for K–6 students.

中文翻译：

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小学生对CS术语的理解

课程设计者使用的语言和概念并不总是被孩子们按照设计者的意图解释。当研究人员将自我报告的调查工具与课程结合使用时，这可能会出现问题，这通常依赖于隐含的信念，即学生的理解与他们自己的一致。我们报告了我们对经过验证的调查的改进，以衡量高年级学生对计算机科学 (CS) 的态度和观点，使用基于教育和心理认知访谈过程的迭代、基于设计的研究方法。我们在工具的三次迭代中采访了六组学生，了解他们对 CS 概念的理解和对编码的态度。我们的调查结果表明，学生无法解释这些术语电脑程序也不计算机科学正如预期的那样。此外，他们很难理解编码如何支持他们在其他领域的学习。这些结果可以指导为 K-6 学生开发适当的与 CS 相关的调查工具和课程材料。