Two Trajectories: Elementary Teachers’ Evolving Understandings of Culturally Responsive and Computational Thinking–Infused Science Teaching

• In Event: Fostering Students' Computational Thinking and Computational Literacy

Abstract

Despite efforts to integrate computational thinking (CT) into science lessons, access and participation in computing remain unequal, calling for fusion of more inclusive and equity-focused pedagogies such as culturally responsive teaching (CRT). This study examines how 10 elementary teachers' understandings evolve during a professional development workshop that integrates CT and CRT into science teaching using four teaching vignettes for analysis. The findings suggest that teachers’ understandings of CT and CRT developed at varying paces and patterns: their CT understandings showed steady and tangible growth, while CRT understandings evolved more subtly with greater differences among teachers. Future research should consider the distinct nature and learning trajectories of CT and CRT, emphasizing personal reflections and addressing potential misconceptions related to CRT.

Authors

• Yue Xin, University of Maryland

• Man Su, Saarland Informatics Campus

• Janice Mak, Arizona State University

• Ashley Coen, Hood College

• Francheska K. Figueroa, Arizona State University

• Kristina Kramarczuk, University of Maryland

• Diane Jass Ketelhut, University of Maryland

• Lin Yan, Arizona State University