“…CT is relatively new to the field of science education, and while integrations of CT and science have been implemented in classrooms, the literature base is limited with few empirical studies focusing on CT learning and science learning (Kalelioglu et al, ). Moreover, a vast majority of CT implementations rely on computers and are conducted in programming contexts (Hsu, Chang, & Hung, ; Kalelioğlu, ; Lockwood & Mooney, ). Many integrations use computational models and simulations of scientific content, or data collection and analysis with programming to facilitate the integration of CT and science (reviewed in Peel et al, n.d.).…”