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...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer Netherlands
2021
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| Online Access: | https://hdl.handle.net/1721.1/131783 |
| _version_ | 1826200936548139008 |
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| author | Lee, Irene Grover, Shuchi Martin, Fred Pillai, Sarita Malyn-Smith, Joyce |
| author_facet | Lee, Irene Grover, Shuchi Martin, Fred Pillai, Sarita Malyn-Smith, Joyce |
| author_sort | Lee, Irene |
| collection | MIT |
| description | 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 subject 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 practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships. |
| first_indexed | 2024-09-23T11:44:02Z |
| format | Article |
| id | mit-1721.1/131783 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T11:44:02Z |
| publishDate | 2021 |
| publisher | Springer Netherlands |
| record_format | dspace |
| spelling | mit-1721.1/1317832022-10-01T05:36:52Z Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education Lee, Irene Grover, Shuchi Martin, Fred Pillai, Sarita Malyn-Smith, Joyce 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 subject 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 practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships. 2021-09-20T17:30:15Z 2021-09-20T17:30:15Z 2019-12-03 2020-09-24T20:39:10Z Article http://purl.org/eprint/type/JournalArticle https://hdl.handle.net/1721.1/131783 en https://doi.org/10.1007/s10956-019-09803-w Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use. Springer Nature B.V. application/pdf Springer Netherlands Springer Netherlands |
| spellingShingle | Lee, Irene Grover, Shuchi Martin, Fred Pillai, Sarita Malyn-Smith, Joyce Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education |
| title | Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education |
| title_full | Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education |
| title_fullStr | Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education |
| title_full_unstemmed | Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education |
| title_short | Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education |
| title_sort | computational thinking from a disciplinary perspective integrating computational thinking in k 12 science technology engineering and mathematics education |
| url | https://hdl.handle.net/1721.1/131783 |
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