Journal ArticleAsante, C.K., A. Semerjian, P. Xu, D. Jackson, Y. Cheng, A. Chasen, A. Shah, J. Brett, and M. BroadstoneChristian Konadu Asante, Amy SemerjianHistorically, K–12 science education and curriculum development has been organized and enacted in silos by subject areas (biology, chemistry, physics, Earth and space science) with very little focus on the connectivity and relationships between them. In recent decades, however, major educational stakeholders such as the National Science Teaching Association (NSTA) have called for an integrated and interdisciplinary K–12 science education (NSTA 2020). In addition, the Next Generation Science Standards (NGSS; NGSS Lead States 2013) include crosscutting concepts that link subjects, ideas, and practices. These calls for an interdisciplinary science, technology, engineering, and mathematics (STEM) education include broadening the canvas and focus to encompass computing and the computational sciences. Computing and computational thinking have received considerable attention because they are instrumental in solving the problems of the 21st century (Wing 2006), both known and unknown. Computing-based algorithms will be the drivers of healthcare, national security, and financial markets (Luckin 2018). As the student Gabriella noted in the opening quote, coding (and computational thinking) has potential uses in subjects not yet imagined—subjects both in the traditional school sense of the word, as well as personal and civic uses.2021-04-0110336557Connected science learning322475-8779https://doi.org/1759152National Science Foundation