Critical Computational Thinking Integration Into Secondary Math and Science Classrooms Through STEM–Project-Based Learning

• In Event: Seeking and Supporting Equity in Math Teachers' Work

Abstract

A rising critical consciousness on the impact of computing and technology on society has emerged. Algorithms continue to oppress and marginalize BIPOC in visible and invisible ways. Further, a critical understanding about the complexity of current challenges, such as climate change, food deserts, disparate arrest rates, education, and health outcomes, inequities in Covid deaths and vaccination, etc. all involve data, contextualization and multifaceted interdisciplinary understandings. The process of critical thinking and analysis of the complexity of data can be facilitated through computational thinking (CT). We document and analyze pre-services teachers' understanding and nascent enactment of computational thinking for empowerment. Exemplars emerge where preservice teachers are able to integrate CT through data analysis in secondary math and science classrooms.

Authors

• Imelda Nava-Landeros, University of California - Los Angeles

• Jane W. Kim, University of California - Los Angeles