Year: 2025
Type: article
Abstract: Despite the importance of computational thinking (CT) as a problem-solving process (Wing, 2008) and the growing spread in teacher education (Yadav et al., 2017), existing initiatives for preservice teachers (PSTs) tend to focus on the computer science domain without making explicit connections to disciplinary classroom settings and promoting critical perspectives. As a cohesive unit, this learning representation aims to assist PSTs in integrating CT into their work as they design and implement science-focused lessons. Centered around a contextual issue: accessing, growing, and sustaining food, this learning representation employs 2D and 3D block-based programming languages coupled with unplugged activities that demonstrate CT practices, processes, and concepts. PSTs’ group designs, lesson modifications, and full lesson plans provide opportunities for assessment.
Authors: Ugur Kale, Yuanhua Wang
Institutions: Indiana University, West Virginia University
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411266206