What is Computational Thinking in Science Class?

All contemporary science fields are becoming increasingly computational. Today’s scientists not only leverage computational tools to conduct their investigations, they often must contribute to the design of the computational tools for their specific research. From a science education perspective, for students to learn authentic science practices, students must learn to use the tools of the trade. This necessity in science education has shaped recent K–12 science standards including the Next Generation Science Standards, which explicitly mention the use of computational tools and simulations. (SEP 5) These standards, in particular, have gone further and mandated that computational thinking be taught and leveraged as a practice of science. While computational thinking is not a new term, its inclusion in K–12 science standards has led to confusion about what the term means in the context of science learning and to questions about how to differentiate computational thinking from other commonly taught cognitive skills in science like problem-solving, mathematical reasoning, and critical thinking. In this session, we will:

• Propose a definition of computational thinking specific to science.

• Explore and Practice using a framework for its operationalization in K–12 science education.

• We will model and deconstruct specific exemplar lessons, grounded in Mind and Brain learning theory as well as Research into Computational Thinking in the Science Classroom

• Provide time to apply your new learning to your specific lessons and units