Integrating Computational Thinking in STEM: Supporting Teacher Efficacy Through Professional Learning

• In Event: Humanizing Professional Learning: Equity, Agency, and Well-being Across California Subject Matter Projects

Abstract

Objectives or Purposes
This study investigates how professional development can support K–8 STEM educators in integrating computational thinking (CT) into their classroom practice. Two central research questions guided the inquiry:
What professional development structures support integration of computational thinking practices into STEM pedagogy?
How can increasing teacher efficacy toward computing enhance the use of student computational thinking practices?

Theoretical Framework
The work draws on the concept of "wicked problems" (Rittel & Webber, 1973), which require complex, non-linear approaches to problem-solving—precisely the kind of thinking that CT can foster. CT is framed here not solely as a technical skill but as a humanistic, transdisciplinary approach to addressing systemic issues such as climate change, poverty, and resource equity. Additionally, the study builds on literature positioning CT as a foundational 21st-century competency (Grover, 2018), emphasizing its relevance beyond computer science into STEM and civic learning.

Methods
This mixed-methods study followed two cohorts of K–8 teachers (N=25) from Los Angeles and Orange County public schools who participated in professional learning offered through the California Science Project at UCLA and UCI. Spanning June 2023–June 2025, the professional development engaged teachers in 30–38 hours of collaborative learning, lesson design, and reflection on the integration of CT into existing STEM curricula.

Data Sources
Data collection included pre- and post-program teacher surveys measuring CT familiarity, self-efficacy, and perceptions of integration feasibility. Additional qualitative data included teacher reflections, professional learning artifacts, and samples of student work from redesigned lessons that embedded CT practices.

Results
Analysis is ongoing; however, initial qualitative findings indicate notable increases in teacher-reported confidence and perceived value in CT integration. Teachers described a shift in mindset, moving from viewing CT as intimidating to seeing it as a versatile tool applicable across subjects. Post-survey responses highlighted an expanded sense of agency:
“CT/CS is not intimidating! The skills are transferable across disciplines…”
“I can integrate these concepts and strategies in ways that the students find engaging.”
Teachers also increasingly identified themselves as capable of engaging with CT:
“I think I can integrate CT/CS within most of our science units because many practices overlap.”

Scientific or Scholarly Significance
This project contributes to the growing body of scholarship on integrating CT into K–12 STEM education, particularly by supporting non-computer science educators. It offers insights into the design of effective professional development that not only builds teacher capacity but also reframes CT as a human-centered method of addressing real-world issues. The study also proposes a pedagogical model for demystifying CT and expanding its accessibility through transdisciplinary, equity-oriented STEM instruction.

Authors

• Maria Chiara Simani, University of California - Riverside

• Jon Kovach, University of California - Irvine