Details

Autor(en) / Beteiligte

• Lee, Irene
• Grover, Shuchi
• Martin, Fred
• Pillai, Sarita
• Malyn-Smith, Joyce

Titel

Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education

Ist Teil von

• Journal of science education and technology, 2020-02, Vol.29 (1), p.1-8

Ort / Verlag

Dordrecht: Springer Netherlands

Erscheinungsjahr

2020

Quelle

ERIC

Beschreibungen/Notizen

• This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively participate in professional CT-integrated STEM fields. In this context, the phrase “disciplinary perspective” simultaneously holds two meanings: it refers to and aims to make connections between established K-12 STEM subject areas (science, technology, engineering, and mathematics) and newer CT-integrated disciplines such as computational sciences. The special issue presents a framework for CT integration and includes articles that illuminate what CT looks like from a disciplinary perspective, the challenges inherent in integrating CT into K-12 STEM education, and new ways of measuring CT aligned more closely with disciplinary practices. The aim of this special issue is to offer research-based and practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships.