Scientific modeling and computational thinking (CT) are essential practices of science professionals and need to be embedded in science instruction (Schwarz et al., 2017). Yet, teachers are frequently challenged to introduce these important skills. Further, just over half of US high schools offer computer science courses, limiting access to opportunities to build CT skills, especially for students from minoritized communities. New approaches are needed. This paper describes a new set of high school units designed to embed CT into traditional high school science courses, and make CT skills accessible for students within the context of science topics. Our research explores teachers’ implementation of the materials to understand the feasibility of integrating CT into traditional high school science courses, and to identify the components that supported implementation. Analysis of data from teacher logs, reflections, focus groups, and observations demonstrates the feasibility for integrating CT skills, highlights teachers’ successes and challenges, and provides examples of how teachers can embed CT to enable all students to access key science concepts through computational modeling.
