UC San Diego

This research WIP paper explores integrating flow-based music programming (FBP) into K-12 computer science (CS) education, focusing on its impact on teachers' confidence and attitudes, and students' experience and engagement. Despite increasing research on music and CS education, limited empirical studies examine how FBP impacts novice CS teachers and student programming learning. This study investigates FBP's role in supporting teachers' confidence and pedagogical practices while fostering student experience and engagement. It employs a two-phase design: (1) Teacher workshop: A six-hour professional development workshop with ten elementary teachers used a platform for composing music through programming. It included hands-on activities and pedagogical strategies. Pre- and post-surveys measured changes in teachers' confidence, interest, and attitudes toward CS. (2) Classroom implementation: One teacher implemented the curriculum with 28 fourth-grade students. Pre-and post-surveys evaluated changes in students' experience, self-efficacy, interest, and perceived value toward programming. Findings indicate a significant increase in teachers' self-efficacy, interest, and attitudes. Before the workshop, none had CS teaching experience, and six reported low confidence teaching programming. Afterward, all teachers expressed improved confidence teaching programming, troubleshooting issues, and learning new concepts. Their programming interest and perceptions of its professional value also increased. For students, pre-and post-surveys showed statistically significant improvements in experience and attitudes, demonstrating FBP's potential to enhance engagement and learning.