Solving domain-specific problems with computational thinking

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Computational thinking (CT) skills are crucial for every modern profession in which large amounts of data are processed. In K-12 curricula, CT skills are often taught in separate programming courses. However, without specific instructions, CT skills are not automatically transferred to other domains in the curriculum when they are developed while learning to program in a separate programming course. In modern professions, CT is often applied in the context of a specific domain. Therefore, learning CT skills in other domains, as opposed to computer science, could be of great value. CT and domain-specific subjects can be combined in different ways. In the CT literature, a distinction can be made among CT applications that substitute, augment, modify or redefine the original subject. On the substitute level, CT replaces exercises but CT is not necessary for reaching the learning outcomes. On the redefining level, CT changes the questions that can be posed within the subject, and learning objectives and assessment are integrated. In this short paper, we present examples of how CT and history, mathematics, biology and language subjects can be combined at all four levels. These examples and the framework on which they are based provide a guideline for design-based research on CT and subject integration.
Original languageEnglish
Title of host publicationCTE-STEM 2022 Conference
EditorsMarcus Specht, Xiaoling Zhang, Christian Glahn, Nardie Fanchamps
Place of PublicationDelft
PublisherTechnische Universiteit Delft
ISBN (Electronic)9789463665636
Publication statusPublished - 11 Jun 2022
EventSixth APSCE International Conference on Computational Thinking and STEM Education 2022 - TU Delft, Delft, Netherlands
Duration: 15 Jun 202217 Jun 2022


ConferenceSixth APSCE International Conference on Computational Thinking and STEM Education 2022
Abbreviated titleCTE-STEM 2022


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