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.
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Teachers’ Conceptualizations of Computational and Mathematical Thinking
The importance of integrating computational thinking (CT) into existing school structures, like core content domains, has emerged from efforts to improve computer science education in the U.S. In the past, computer science has often been treated as an elective or enrichment activity, which limits students’ exposure to foundational computing ideas, especially in underserved schools. However, given the ubiquity technology plays in our lives, it is imperative that all students have access to CT. Few studies have focused on how pre-service teachers (PSTs) learn about CT. Some researchers argue that CT integration into K-12 education belongs in teacher preparation programs and that teacher educators should develop courses aimed at supporting PSTs’ understanding of CT in the context of schools. This paper explores the ways in which PSTs begin to understand CT and how they work to integrate CT into their core subject areas.
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- Award ID(s):
- 1942580
- NSF-PAR ID:
- 10327070
- Editor(s):
- Gresalfi, M. and
- Date Published:
- Journal Name:
- International Conference of the Learning Sciences
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/https://doi.dx.org/10.22318/icls2020.2053
