From Coding to Computational Thinking in Science Education

• In Event: Poster Session 5
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

Scholars and educators promote computational thinking (CT) as a literacy as critical to 21st century success as reading and math. Historically, the discipline of CT has been rooted in computer science, a foundation that is reflected in many current definitions of CT. The science education community, however, advocates less code-centric conceptions of CT; with the aim of achieving the Next Generation Science Standards’ goal of integrating CT in science classrooms. Here we present the findings of a review study focused on understanding if the extant body of CT education literature supports a broad conception of CT, identify evidence of broadening researcher conceptions of CT, and discuss implications of the identified trends for teacher education and curriculum development initiatives.

Authors

• Vance J Kite, North Carolina State University

• Soonhye Park, North Carolina State University

• Eric N. Wiebe, North Carolina State University