Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education

Abstract

This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively participate in professional CT integrated STEM fields. In this context, the phrase "disciplinary perspective" simultaneously holds two meanings: it refers to and aims to make connections between established K-12 STEM subjects areas (science, technology, engineering and mathematics) and newer CT-integrated disciplines such as computational sciences. The special issue presents a framework for CT integration, and includes articles that illuminate what CT looks like from a disciplinary perspective, the challenges inherent in integrating CT into K-12 STEM education, and new ways of measuring CT aligned more closely with disciplinary practices. The aim of this special issue is to offer research-based and practitionergrounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships.

On Computational Thinking and STEM Education

“…(English 2018, p. 2). The special issue of Journal of Science Education and Technology is another collection of 12 articles that focus on the relationship between CT and other disciplines, especially in making connections between established pre-college school subject content areas of STEM and newer CT-integrated disciplines (Lee et al 2020).…”

“…As discussed and summarized above, there is a growing trend of work that tries to integrate CT with disciplinary education. One approach commonly used is to follow the conception of CT outlined by Wing (2006), and then discusses possible activities and approaches to develop students' CT within different disciplines (e.g., Barr and Stephenson 2011;Fennell et al 2020;Lee et al 2020;Swaid 2015). For example, early efforts in this direction involved the identification of possible inclusion of CT in various school subjects, with explanation about which aspects of CT can be included for a specific school subject (e.g., Barr and Stephenson 2011;Swaid 2015).…”

“…Recent efforts in this direction involve more in specific integration designs and/or empirical follow-up studies (e.g., Fennell et al 2020;Lee et al 2020;Tucker-Raymond et al 2019). For example, in the special issue of Journal of Science Education and Technology, researchers reported particular strategies taken to make connections between existing STEM subjects in pre-college education and CT, CT-integrated disciplines such as computational sciences (Lee et al 2020).…”

“…Recent efforts in this direction involve more in specific integration designs and/or empirical follow-up studies (e.g., Fennell et al 2020;Lee et al 2020;Tucker-Raymond et al 2019). For example, in the special issue of Journal of Science Education and Technology, researchers reported particular strategies taken to make connections between existing STEM subjects in pre-college education and CT, CT-integrated disciplines such as computational sciences (Lee et al 2020). As another example, Fennell et al (2020) pointed out the lack of effective pedagogy in postsecondary engineering education that can help develop students' "computational adaptive expertise," one's ability to flexibly use computational knowledge in novel situation in the context of engineering design (McKenna et al 2008).…”

“…In this direction, CT may be taken as a core skill for all students with a specific set of CT integration elements identified and used for bridging (e.g., Malyn-Smith et al 2018). The special issue on "computational thinking from a disciplinary perspective" published recently in the Journal of Science Education and Technology contains some further information on this approach (Lee et al 2020).…”