Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction

• Published in: Education and information technologies Vol. 25; no. 4; pp. 3161 - 3188
• Main Authors: Rich, Kathryn M., Yadav, Aman, Larimore, Rachel A.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.07.2020; Springer; Springer Nature B.V
• Subjects: Computation; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Education; Educational Technology; Elementary Education; Elementary School Mathematics; Elementary School Science; Elementary School Teachers; Elementary Schools; Faculty Development; Information Systems Applications (incl.Internet); Mathematics Activities; Mathematics education; Mathematics Instruction; Opportunities; Problem Solving; Professional development; Program Implementation; Prompting; Science Activities; Science education; Science Instruction; Sciences education; STEM education; Student Attitudes; Student Experience; Teachers; Teaching Methods; Thinking Skills; User Interfaces and Human Computer Interaction; Israel; Computational thinking; Teacher education; Integration; Elementary school; STEM
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-020-10115-5

Incorporating computational thinking (CT) ideas into core subjects, such as mathematics and science, is one way of bringing early computer science (CS) education into elementary school. Minimal research has explored how teachers can translate their knowledge of CT into practice to create opportunities for their students to engage in CT during their math and science lessons. Such information can support the creation of quality professional development experiences for teachers. We analyzed how eight elementary teachers created opportunities for their students to engage in four CT practices (abstraction, decomposition, debugging, and patterns) during unplugged mathematics and science activities. We identified three strategies used by these teachers to create CT opportunities for their students: framing, prompting, and inviting reflection. Further, we grouped teachers into four profiles of implementation according to how they used these three strategies. We call the four profiles (1) presenting CT as general problem-solving strategies, (2) using CT to structure lessons, (3) highlighting CT through prompting, and (4) using CT to guide teacher planning. We discuss the implications of these results for professional development and student experiences.