Preparing inservice science teachers to bring unplugged computational thinking to their students

Kite, Vance; Park, Soonhye

doi:10.1016/j.tate.2022.103904

Cited by 4 publications

(4 citation statements)

References 28 publications

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“…What follows is the description of the rationale for our CT-UP-S program design decisions. For a full description of the design, activities, theoretical alignments, implementation, and evaluation of CT-UP-S, please refer to Kite and Park (2022).…”

Section: Ct Unplugged For Sciencementioning

confidence: 99%

“…Bearing these needs in mind, we conducted a collective case study of 10 secondary science teachers' implementation of non-technological (i.e., unplugged) CT-integrated science lessons and the factors that influenced their efforts. Teachers who participated in this study had previously attended a weeklong summer institute (CT unplugged for science [CT-UP-S]) focused on non-technological (i.e., unplugged) and process-based strategies for integrating CT into their science curriculum (Kite & Park, 2022). The content of the CT-UP-S program is expanded upon below and fully described in Kite and Park (2022).…”

Section: Introductionmentioning

confidence: 99%

“…Teachers who participated in this study had previously attended a weeklong summer institute (CT unplugged for science [CT-UP-S]) focused on non-technological (i.e., unplugged) and process-based strategies for integrating CT into their science curriculum (Kite & Park, 2022). The content of the CT-UP-S program is expanded upon below and fully described in Kite and Park (2022). This study reports on these teachers' implementation of the lessons learned and curriculum written during CT-UP-S and was guided by the following research questions:…”

Section: Introductionmentioning

confidence: 99%

“…Teachers who participated in this study had previously attended a weeklong summer institute (CT unplugged for science [CT‐UP‐S]) focused on non‐technological (i.e., unplugged) and process‐based strategies for integrating CT into their science curriculum (Kite & Park, 2022). The content of the CT‐UP‐S program is expanded upon below and fully described in Kite and Park (2022). This study reports on these teachers' implementation of the lessons learned and curriculum written during CT‐UP‐S and was guided by the following research questions: How do secondary science teachers who have participated in CT‐UP‐S implement unplugged, CT‐integrated lessons in their classrooms? What factors influenced teachers' implementation of unplugged, CT‐integrated science lessons in their classrooms? …”

Section: Introductionmentioning

confidence: 99%

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Context matters: Secondary science teachers' integration of process‐based, unplugged computational thinking into science curriculum

Kite

Park

2023

J Res Sci Teach

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There is growing recognition in the education community that the problem‐solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty‐first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices into core curriculum——especially science, technology, engineering, and math curriculum. Successfully achieving the goal of integrated CT, however, depends on frameworks to guide integration, professional development for teachers, exemplars of successful integrations, and identifications of the barriers teachers encounter. Research pertaining to each of these areas is in its infancy. This study addresses these needs through a collective case study of 10 secondary science teachers' implementations of a novel, process‐based, unplugged approach to CT/science integration and the factors that supported or hindered their CT/science integration efforts. The results of this work reveal that: (1) an unplugged and process‐based approach to CT/science integration shows promise as a vehicle for infusing CT into diverse science classrooms; (2) educators' teaching context exerts a strong influence on their CT‐integration efforts and persistence; and (3) special attention is needed to support teachers in their CT/science integrations including algorithm creation. This study also demonstrates the utility of the Fraillon et al.'s CT framework as a guide for CT/science integration efforts and sheds light on the unique affordances of unplugged strategies for implementing CT‐integrated science curricula.

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Section: Ct Unplugged For Sciencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%