Computational thinking integration in elementary teachers' science lesson plans

Abstract

Due to the increasingly computational nature of professions, computational thinking (CT) is of growing importance to authentic science learning and the education of future scientists. To meet this need, CT integration is expanding within classrooms. We provided professional development (PD) for pre-service and in-service teachers focused on integrating CT into elementary science. At the PD culmination, 36 teachers wrote and enacted 22 unique CT-integrated science lessons, individually or with teaching partners. Waterman et al. (2020) suggested three levels of integrating CT within lesson plans: exist, labeling already present CT; enhance, adding CT components; and extend, adding activities supporting science learning with CT. Using this framework, we examined these lesson plans, their alignment to CT practices, and the level of CT integration. Our results indicated 83.3% of teachers successfully integrated CT within their lessons, focusing on Using Data, Computational Simulations, and Programming practices. Further, we found the level of integration differed by CT practice. Data practices generally led to exist level integration, Computational Simulation practices to enhance level integration, and Programming practices tended to extend science lessons or exhibit the science topic with Programming. Our data demonstrated teachers can write CT-integrated lesson plans, but all levels of integration are not equal opportunities for authentic scientific learning. As the field seeks to offer equitable and quality CT experiences for all students integrated within disciplinary subjects, we must understand the level of CT integration and consider how different levels of integration could affect opportunities for students.