Instructional Practices Promoting Computational Thinking in STEAM Elementary Classrooms

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Curricular and Pedagogical Designs for STEM+C Learning

Abstract

We report initial findings from research conducted with STEAM (science, technology, engineering, art and technology) teachers in elementary classrooms in three MidAtlantic public schools. We explored how teachers implemented instruction encouraging computational thinking (CT) during STEAM problem-solving activities. Teachers participated in summer professional development where they developed STEAM lesson plans aligned with state standards and CT practices. During STEAM units students used digital tools such as Scratch, Hummingbirds, Sphero Robots, little Bits, Lego Robotics and 3-D modeling software to solve problems related to science, English Language Arts and music. We use qualitative methodology to describe instructional practices and report student perspectives. Importantly, this assists in extending STEAM and CT learning within and between elementary classrooms.

Authors

• Danielle Christine Herro, Clemson University

• Cassie F. Quigley, University of Pittsburgh

• Holly Maribeth Plank, University of Pittsburgh

• Dara Abimbade, Clemson University