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Computational Thinking in the Social Studies: A Study on Design and Assessment

Sun, April 19, 2:15 to 4:15pm, Virtual Room

Abstract

This study addresses the integration of computational thinking into social studies instruction and the assessment of students’ learning outcomes from these lessons. For social studies purposes, computational thinking is adapted into a Data, Patterns, Rules, and Questions heuristic. The researchers then began a four-part, iterative study in collaboration with middle level and high school social studies teachers. The first two phases of this study have been completed, yielding a design model for integrating computational thinking into social studies and a rubric for assessing students’ concept acquisition regarding computational thinking purposes and processes. The remaining stages will apply the instructional design model and expand the assessment to include a performance task in which students apply their emerging mastery of computational thinking.

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