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.

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