Computational thinking (CT) is a key practice in the Next Generation Science Standards (NGSS Lead States, 2013) that high school inservice teachers struggle to teach alongside disciplinary content in their classrooms. They often require training on how computing intersects with traditional science content and how to use computational tools that foster CT and scientific practices. To this end, we developed a professional development (PD) program that positioned inservice teachers as (a) learners who engage in such practices and (b) codesigners of CT-integrated science curricula. In this paper, we describe the 4-week PD program as it was implemented in two settings: in person with seven teachers and online with 11 teachers. We share detailed descriptions of how we leveraged physical and digital spaces in PD activities and provide access to our resources so that other educators can adapt our PD program to help teachers integrate CT into their science classrooms. In both settings, teachers engaged in CT-integrated science activities designed for students to learn about CT in the context of disciplinary content. Furthermore, they worked with a team to develop curricular units that use computational tools to teach a specific topic in their classroom. In this process, teachers gained insights on CT, disciplinary content, and curriculum codesign through engaging in workshops and cocreating curricular materials with researchers and fellow teachers.
A Professional Development That Helps Teachers Integrate Computational Thinking Into Their Science Classrooms Through Codesign
- Categories: Middle School
- Tags: codesign, computational thinking, curriculum design, in-person professional development, and online professional development
- Publication: Issue 2 and Volume 7