Promoting Computational Thinking Through STEM Education

Computational thinking (CT) is a problem-solving methodology that involves breaking down complex problems into smaller, more manageable parts and draws upon principles used in computer science and programming. Problem-solving is an important skill in scientific reasoning, so it is crucial for Science, Technology, Engineering, and Mathematics (STEM) learning in K-12. While CT in STEM context is an understudied area of research, the main question is how to integrate CT rather than why to integrate it in STEM context. Therefore, this chapter, firstly, discusses how CT and STEM are related and support each other as both concepts involve modeling, reasoning, and problem-solving. Secondly, this chapter provides ways to integrate CT in STEM context to promote students learning. For the second aim, the reviewing related research shows that there are three main approaches for integration of CT in K-12 education: (1) introducing programming activities that are separate from content learning, (2) connecting CT with content learning by utilizing problem-solving scenarios to describe, compare, and test predictions about systems, and (3) providing students with insights into how STEM professionals apply CT. In this chapter, I also discuss the advantages and limitations of each of these approaches in supporting CT in STEM context. Regardless of these approaches, the chapter also explains: (a) instructional strategies including problem-based learning, experiential learning and game-based learning, (b) plugged and unplugged instructional tools including Scratch, Lego, card sorting and Robotics and (c) assessments that can be used in STEM context to promote CT skill. Lastly, as the success of any innovation in education depends on how teachers apply it in classrooms, the chapter discusses the requirements that STEM teachers need to possess to successfully integrate CT in STEM instruction.