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dc.contributor.authorLee, Irene
dc.contributor.authorMalyn-Smith, Joyce
dc.date.accessioned2021-09-20T17:30:16Z
dc.date.available2021-09-20T17:30:16Z
dc.date.issued2019-11-22
dc.identifier.urihttps://hdl.handle.net/1721.1/131786
dc.description.abstractAbstract This paper describes analyses of the K–12 computational thinking (CT) integration activities collected at two NSF-funded workshops, “Developing an Interdisciplinary Framework for Integrating Computational Thinking in K–12 Science, Mathematics, Technology, and Engineering Education,” held in August and November of 2017 at Education Development Center, Inc., in Waltham, Massachusetts. The workshops convened a working group of principal investigators, researchers, and educators from the National Science Foundation (NSF) ITEST (Innovative Technology Experiences for Students and Teachers) and STEM + C (STEM + Computing) funded projects to draft an interdisciplinary framework for integrating CT into K–12 education. The goal of this paper is to share that framework and our findings on promising learning progressions, gaps that exist in the collected set of activities, specific advances in STEM fields that were made possible through CT, and suggested ways that CT integration in K-12 can evolve to reach what the CT integration framework proposes as five “computational thinking integration elements” or “CTIEs”. This framework is designed to help educators see ways to engage students in CT within disciplinary learning. The analyses and findings may benefit STEM and computing education fields by elucidating the target of CT as used within CT-integrated STEM fields.en_US
dc.publisherSpringer Netherlandsen_US
dc.relation.isversionofhttps://doi.org/10.1007/s10956-019-09802-xen_US
dc.rightsArticle 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.en_US
dc.sourceSpringer Netherlandsen_US
dc.titleComputational Thinking Integration Patterns Along the Framework Defining Computational Thinking from a Disciplinary Perspectiveen_US
dc.typeArticleen_US
dc.contributor.departmentMassachusetts Institute of Technology. Program in Comparative Media Studies/Writing
dc.eprint.versionAuthor's final manuscripten_US
dc.type.urihttp://purl.org/eprint/type/JournalArticleen_US
eprint.statushttp://purl.org/eprint/status/PeerRevieweden_US
dc.date.updated2020-09-24T20:39:06Z
dc.language.rfc3066en
dc.rights.holderSpringer Nature B.V.
dspace.embargo.termsY
dspace.date.submission2020-09-24T20:39:06Z
mit.licensePUBLISHER_POLICY
mit.metadata.statusAuthority Work and Publication Information Needed


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