Abstract:

Computational Thinking (CT) is identified as one of the “essential skills for 21st-Century students.”$$Studies of computational thinking in K–12 programs are being funded by many organizations, including the National Science Foundation (NSF). In this paper, we describe “lessons learned” over the first two-years of a research program with the goal of developing knowledge of how to integrate of computational thinking 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 engage 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 Standard 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,
(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 find both some challenges (access to technology, varying levels of experience among students) and some causes for optimism (student and teacher engagement in computational thinking 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 computational thinking.

Keywords:

Computational Thinking, Computer Science Education, K-12 Education, Science Education.