Conference PaperPromoting Computational Thinking Through Science-Engineering Integration Using Computational ModelingBasu, Satabdi; McElhaney, Kevin W.; Rachmatullah, Arif; Hutchins, Nicole; Biswas, Gautam; Chiu, JennieCareers in science, technology, engineering, and mathematics (STEM) increasingly rely on computational thinking (CT) to explore scientific processes and apply scientific knowledge to the solution of real-world problems. Integrating CT with science and engineering also helps broaden participation in computing for students who otherwise would not have access to CT learning. Using a set of emergent design guidelines for scaffolding integrated STEM and CT curricular experiences, we designed the Water Runoff Challenge (WRC) - a three-week unit that integrates Earth science, engineering, and CT. We implemented the WRC with 99 sixth grade students and analyzed students’ learning artifacts and pre/post assessments to characterize students’ learning process in the WRC. We use a vignette to illustrate how anchoring CT tasks to STEM contexts supported CT learning for a student with low prior CT proficiency.2022-01-0110387198Proceedings of the 16th International Conference of the Learning Sciences (ICLS)743-750https://doi.org/1742195National Science Foundation