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One strategy for broadening participation in computer science (CS) is to start CS instruction early and integrate it into core subjects. Integrating computational thinking (CT) into mathematics and science in elementary school has been suggested as a promising approach, but questions remain about how students will apply CT knowledge gained through unplugged, integrated activities to computational tasks without a math or science context. We interviewed 10 fifth graders who received instruction in four CT practices via their mathematics and science classes to examine how they applied the practices to an unplugged computational task. All ten students were able to apply at least one CT practice. Some student descriptions of their CT use were consistent with problem-solving approaches used in CS.