Volume 11, Number 2

Cognitive and Epistemic Spaces in the CSTA Computer Science Learning Standards


Gerald Ardito, Manhattanville College, USA


This paper presents the findings of close reading of the Computer Science Teachers Association (CSTA) Computer Science Learning Standards for grades K-12. This document is influential because it has been adopted by at least five of the United States and has served as an inspiration for several more. Analyses of the document structure as well as of verb usage, word frequencies, and word pair networks for the language of the standards themselves as well as the clarification text included in the document for each standard were conducted using tidytext tools built for the R programming language. These analyses revealed a high level of internal coherence in this learning standards document, as well as a wide epistemic space for the teaching and learning of core computer science concepts and practices by K-12 students and their teachers. Implications for student learning, curriculum design, and computer science teacher preparation were discussed.


computer science education, computational thinking, learning standards, teacher education, curriculum design, textual analysis.