Conceptualizing and Operationalizing Equity Focus in Designing Computational Thinking–Integrated Science and Mathematics Curricula

• In Event: Conceptualizing and Enacting Equity-Focused STEM Instruction

Abstract

Broadening participation in computing fields is one important reason to integrate CT in disciplinary classrooms. One key step is designing for equitable learning environments that strive to be inclusive and engaging for all learners. To foreground equity-focus in CT-integrated curricula, we undertook a research project in which a collective of CT researchers and teachers examined teacher conceptions of equity and how they operationalize those ideas through modifying a CT-integrated curriculum. Teachers and researchers worked collaboratively to implement their revisions. We present a preliminary analysis of co-designed curricular units and interviews, illustrating teachers’ conceptualizations of equity and their possible implications. Our work contributes to the growing understanding about how teachers can contribute to foregrounding equity-focus in CT-integrated curricular design.

Authors

• Marissa Levy, Northwestern University

• Sugat Dabholkar, Northwestern University

• Lexie Zhao, Northwestern University

• Susan Juhl

• Lauren Levites

• Jacob Mills, Evanston Township High School

• Amanda Peel, Northwestern University

• Sally PW Wu, Northwestern University

• Michael S. Horn, Northwestern University

• Uri J. Wilensky, Northwestern University