Despite increasing attention to the potential benefits of infusing computational thinking into
content area classrooms, more research is needed to examine how teachers integrate disciplinary content and CT as part of their pedagogical practices. This study traces how middle and high school teachers (n = 24) drew on their existing knowledge and their experiences in a STEM professional development program to infuse CT into their teaching. Our work is grounded in theories of TPACK and TPACK-CT, which leverage teachers’
knowledge of technology for computational thinking (CT), CT as a disciplinary pedagogical practice, and STEM content knowledge. Findings identify three key pedagogical supports that teachers utilized and transformed as they taught CT-infused lessons (articulating a key purpose for CT infusion, scaffolding, and collaborative contexts), as well as barriers that caused teachers to adapt or abandon their lessons. Implications include suggestions for future research on CT infusion into secondary classrooms, as well as broader recommendations to support teachers in applying STEM professional development content to classroom practice.
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Infusing computational thinking instruction into elementary mathematics and science: Patterns of teacher implementation
In this brief paper, we will share preliminary results of a study of how elementary-school teachers take up computational thinking (CT) ideas and incorporate them into their mathematics and science teaching. We describe the teachers’ school contexts, the professional development experiences in which they engaged, and our preliminary analyses of how they used computational thinking within their enacted lessons. In brief, the seven teachers in this study exhibited three patterns of implementation: (1) using computational thinking to guide their own planning and thinking; (2) using computational thinking to structure their lessons; and (3) presenting computational thinking concepts to students as general problem solving strategies.
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- Award ID(s):
- 1738677
- PAR ID:
- 10095784
- Date Published:
- Journal Name:
- Society for Information Technology & Teacher Education International Conference
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Computational thinking is identified as one of the “essential skills for 21st-Century students.” [1] Studies of CT in school programs are being funded by many organizations, including the United States National Science Foundation. In this paper, we describe “lessons learned” over the first two years of a research program (PREDICTS: Principles and Resources for Educators to Infuse Computational Thinking in the Sciences) with the goal of developing knowledge of how to integrate CT into introductory high school biology and chemistry classes for all students. Using curricular modules developed by program staff, two in biology and two in chemistry, teachers piloting the program engaged students in CT with computational evidence from authentic tools in order to develop understanding of science concepts. Each module, representing about a week of instruction, addresses science ideas in the prescribed course of study for high school programs. Project researchers have collected survey data on teachers’: (1) beliefs about effective science teaching; (2) beliefs about their effectiveness as a science teacher and their students’ ability to learn science, and; (3) content preparedness. In addition, we observed module implementation, collected and analyzed student artifacts, and interviewed teachers at the conclusion of module implementation. Preliminary results indicated some challenges (access to technology, varying levels of experience among students) and cause for optimism (student and teacher engagement in CT and the computational tools used in the modules). Continuing research efforts are described in this paper, along with descriptions of the curricular modules and the use of observations and “CT check-ins” to assess student engagement in, application of, and learning of CT.more » « less
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https://doi.org/https://doi.dx.org/10.22318/icls2020.2343 https://repository.isls.org//handle/1/6551Gresalfi, M. ; Horn, I. S. (Ed.)Computational Thinking (CT) is increasingly being targeted as a pedagogical goal for science education. As such, researchers and teachers should collaborate to scaffold student engagement with CT alongside new technology and curricula. We interviewed two high school teachers who implemented a unit using dynamic modeling software to examine how they supported student engagement with CT through modeling practices. Based on their interviews, they believed that they supported student engagement in CT and modeling through preliminary activities, conducting classroom demonstrations of the phenomenon, and engaging students in model revisions through dialogue.more » « less
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Gresalfi, M. ; Horn, I. S. (Ed.)Computational Thinking (CT) is increasingly being targeted as a pedagogical goal for science education. As such, researchers and teachers should collaborate to scaffold student engagement with CT alongside new technology and curricula. We interviewed two high school teachers who implemented a unit using dynamic modeling software to examine how they supported student engagement with CT through modeling practices. Based on their interviews, they believed that they supported student engagement in CT and modeling through preliminary activities, conducting classroom demonstrations of the phenomenon, and engaging students in model revisions through dialogue.more » « less
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Incorporating computational thinking (CT) ideas into core subjects, such as mathematics and science, is one way of bringing early computer science (CS) education into elementary school. Minimal research has explored how teachers can translate their knowledge of CT into practice to create opportunities for their students to engage in CT during their math and science lessons. Such information can support the creation of quality professional development experiences for teachers. We analyzed how eight elementary teachers created opportunities for their students to engage in four CT practices (abstraction, decomposition, debugging, and patterns) during unplugged mathematics and science activities. We identified three strategies used by these teachers to create CT opportunities for their students: framing, prompting, and inviting reflection. Further, we grouped teachers into four profiles of implementation according to how they used these three strategies. We call the four profiles (1) presenting CT as general problem-solving strategies, (2) using CT to structure lessons, (3) highlighting CT through prompting, and (4) using CT to guide teacher planning. We discuss the implications of these results for professional development and student experiences.more » « less
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