Exploring embedded computational thinking in STEM teacher education

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Abstract

Computational thinking (CT) has become a necessity in many professional domains. As such, scholars argue that the acquisition of CT and application should be embedded in existing school subjects. Within the CT literature, a tax-onomy distinguishes CT practices in STEM education into four categories: data related, systems thinking, modeling & simulation and computational problem solving (CPSP). Practical applications of these different categories are still limited. This paper presents three examples in which edu-cators of science teachers integrate CT within STEM con-tent knowledge using the above mentioned taxonomy. The first example applies to CPSP and data practices, the sec-ond to CPSP exclusively, the final to systems thinking and modeling & simulation. The examples provide practical insight that makes the use of CT in STEM education more tangible for practitioners.
Original languageEnglish
Title of host publicationCTE-STEM 2022 Conference
EditorsMarcus Specht, Xiaoling Zhang, Christian Glahn, Nardie Fanchamps
Place of PublicationDelft
PublisherTechnische Universiteit Delft
Pages90-91
DOIs
Publication statusPublished - 15 Aug 2022
EventSixth APSCE International Conference on Computational Thinking and STEM Education 2022 - TU Delft, Delft, Netherlands
Duration: 15 Jun 202217 Jun 2022

Conference

ConferenceSixth APSCE International Conference on Computational Thinking and STEM Education 2022
Abbreviated titleCTE-STEM 2022
Country/TerritoryNetherlands
CityDelft
Period15/06/2217/06/22

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