Studying the impact of a Logic Programming based integration of science and computing learning

Computing and its integration with STEM subjects have been rapidly expanding in K-12 learning. However, rigorous instruments measuring students’ learning in computing are still rare. Guided by the argument based validation, we conducted a preliminary study of the development of an assessment of abstraction of computing in the context of an integrated curriculum for middle school students. In this study, the theoretical and empirical evidence, along with the impact study on students' learning are positive for the validity of the assessment. Thanks to the argument based validation approach, the evidence also reveals directions for future improvement of the instrument.