| Title: |
Accessible Computational Thinking in Elementary Science: An Aligning Framework for Teacher Learning and Implementation |
| Language: |
English |
| Authors: |
Janice Mak; Yue Xin; Lin Yan; Kristina Kramarczuk; Francheska Figueroa; Brian Nelson; Ebony Terrell Shockley; Jeremy Bernier; Diane Jass Ketelhut |
| Source: |
Journal of Technology and Teacher Education. 2025 33(1):67-107. |
| Availability: |
Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: |
Y |
| Page Count: |
41 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
2101526; 2101039 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Thinking Skills; Computer Science Education; Teaching Methods; Culturally Relevant Education; Science Teachers; Faculty Development; Elementary School Teachers; Lesson Plans; Computer Simulation; Alignment (Education); Equal Education; Access to Education; Programming; Computer Software; Student Diversity; Elementary School Science |
| DOI: |
10.70725/326709hmzeoo |
| ISSN: |
1059-7069; 1943-5924 |
| Abstract: |
Current efforts to prepare teachers for integrating computational thinking (CT) into disciplinary areas often do not ensure equitable CT experiences for students. This study examined teachers' CT integration by applying the Accessible Computational Thinking (ACT) Framework designed to align elementary science teachers' professional learning and classroom implementation of CT-infused science with culturally responsive teaching (CRT). Using a case study approach, we analyzed lesson and classroom data from two elementary teachers over one academic year for evidence of ACT in elementary science teaching as the result of a professional development workshop grounded in the ACT Framework. The findings revealed that the participating teachers applied the ACT Framework to implementing CT-CRT-infused science lessons in varied ways: 1) computational simulations opened up rich opportunities for students to engage in CT practices related to data and systems thinking, 2) programming was used with narrow applications, 3) teachers highlighted "using computational simulations" but not "creating" or "assessing" them, 4) teachers recognized the need for intentional planning to integrate students' diverse backgrounds and perspectives into their CT-infused science lessons. These findings suggested that a holistic approach was required to evaluate the rich and complex ways teachers engaged students in CT practices in elementary science. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1472101 |
| Database: |
ERIC |