This book covers studies of computational thinking related to linking, infusing, and embedding computational thinking elements to school curricula, teacher education and STEM related subjects. Presenting the distinguished and exemplary works by educators and researchers in the field highlighting the contemporary trends and issues, creative and unique approaches, innovative methods, frameworks, pedagogies and theoretical and practical aspects in computational thinking. A decade ago the notion of computational thinking was introduced by Jeannette Wing and envisioned that computational thinking will be a fundamental skill that complements to reading, writing and arithmetic for everyone and represents a universally applicable attitude. The computational thinking is considered a thought processes involved in a way of solving problems, designing systems, and understanding human behaviour. Assimilating computational thinking at young age will assist them to enhance problem solving skills, improve logical reasoning, and advance analytical ability - key attributes to succeed in the 21st century. Educators around the world are investing their relentless effort in equipping the young generation with real-world skills ready for the demand and challenges of the future. It is commonly believed that computational thinking will play a pivotal and dominant role in this endeavour. Wide-ranging research on and application of computational thinking in education have been emerged in the last ten years. This book will document attempts to conduct systematic, prodigious and multidisciplinary research in computational thinking and present their findings and accomplishments.

Empower tomorrow’s tech innovators Our students are avid users and consumers of technology. Isn’t it time that they see themselves as the next technological innovators, too? Computational Thinking and Coding for Every Student is the beginner’s guide for K-12 educators who want to learn to integrate the basics of computer science into their curriculum. Readers will find Practical strategies for teaching computational thinking and the beginning steps to introduce coding at any grade level, across disciplines, and during out-of-school time Instruction-ready lessons and activities for every grade Specific guidance for designing a learning pathway for elementary, middle, or high school students Justification for making coding and computer science accessible to all A glossary with definitions of key computer science terms, a discussion guide with tips for making the most of the book, and companion website with videos, activities, and other resources Momentum for computer science education is growing as educators and parents realize how fundamental computing has become for the jobs of the future. This book is for educators who see all of their students as creative thinkers and active contributors to tomorrow’s innovations. "Kiki Prottsman and Jane Krauss have been at the forefront of the rising popularity of computer science and are experts in the issues that the field faces, such as equity and diversity. In this book, they’ve condensed years of research and practitioner experience into an easy to read narrative about what computer science is, why it is important, and how to teach it to a variety of audiences. Their ideas aren’t just good, they are research-based and have been in practice in thousands of classrooms...So to the hundreds and thousands of teachers who are considering, learning, or actively teaching computer science—this book is well worth your time." Pat Yongpradit Chief Academic Officer, Code.org

Computational thinking (CT) is an approach to problem-solving that has its roots in computer science. However, its inherent value in the science, technology, engineering, and mathematics (STEM) disciplines cannot be over-emphasized, considering that we are in the fourth industrial revolution. The chapter draws attention to its close affinity to problem-solving and programming, and the impact of computational thinking on the labour market, and in turn the digital economy is highlighted. A global overview of recent research findings and initiatives to implement CT education in school curricula are discussed. Because of the importance of STEM education, and the inherent value of CT, it is necessary to explore the status and inclinations of CT in STEM disciplines. Hence, a snapshot of research over the last two years was used in a systematic review to determine the trends and challenges for integrating CT in the curriculum of STEM related fields. Using the ERIC database of journals, and specific criteria for selection of publications, 31 articles were examined in this study. Overall, it was found several tools and instructional strategies are used to develop CT, but more needs to be done to increase teachers,Äô knowledge and enactment for CT in the STEM fields.

This This book is open access under a CC BY 4.0 license.This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry.

Taking a future-oriented approach, this book addresses students’ ways of thinking in STEM-based problem solving. It provides a rich set of chapters that explore how we can advance important thinking skills in STEM education for K-12 students. STEM education is essential to understanding and solving many of the world’s major challenges. However, the kind of interdisciplinary modes of thinking required to tackle such unforeseen problems is lacking in most STEM education delivery. This book examines the various ways of thinking that can be applied to effective STEM-based problem solving across K-12 education. These include design and design-based thinking, systems thinking and modeling, critical thinking, innovative and adaptive thinking, intuition in problem solving, and computational and algorithmic thinking. Across the chapters, the authors’ interdisciplinary perspectives give further depth to understanding how students learn and apply their thinking to solve STEM-based problems. The book also provides guidance on how to assess ways of thinking in STEM education, to ensure educators can recognize students’ progress and development. Bringing together a team of international experts, this book is essential reading for pre-service teachers, teacher educators, and researchers in STEM education.

The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date.

In 2008, the Computer and Information Science and Engineering Directorate of the National Science Foundation asked the National Research Council (NRC) to conduct two workshops to explore the nature of computational thinking and its cognitive and educational implications. The first workshop focused on the scope and nature of computational thinking and on articulating what "computational thinking for everyone" might mean. A report of that workshop was released in January 2010. Drawing in part on the proceedings of that workshop, Report of a Workshop of Pedagogical Aspects of Computational Thinking, summarizes the second workshop, which was held February 4-5, 2010, in Washington, D.C., and focuses on pedagogical considerations for computational thinking. This workshop was structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices. Individuals with a broad range of perspectives contributed to this report. Since the workshop was not intended to result in a consensus regarding the scope and nature of computational thinking, Report of a Workshop of Pedagogical Aspects of Computational Thinking does not contain findings or recommendations.

Over the past decade, integrated STEM education research has emerged as an international concern, creating around it an imperative for technological and disciplinary innovation and a global resurgence of interest in teaching and learning to code at the K-16 levels. At the same time, issues of democratization, equity, power and access, including recent decolonizing efforts in public education, are also beginning to be acknowledged as legitimate issues in STEM education. Taking a reflexive approach to the intersection of these concerns, this book presents a collection of papers making new theoretical advances addressing two broad themes: Transdisciplinary Approaches in STEM Education and Bodies, Hegemony and Decolonization in STEM Education. Within each theme, praxis is of central concern including analyses of teaching and learning that re-imagines disciplinary boundaries and domains, the relationship between Art and STEM, and the design of learning technologies, spaces and environments. In addition to graduate research seminars at the Masters and PhD levels in Learning Sciences, Science Education, Educational Technology and STEM education, this book could also serve as a textbook for graduate and pre-service teacher education courses.

This book broadly educates preservice teachers and scholars about current research on computational thinking (CT). More specifically, attention is given to computational algorithmic thinking (CAT), particularly among underrepresented K–12 student groups in STEM education. Computational algorithmic thinking (CAT)—a precursor to CT—is explored in this text as the ability to design, implement, and evaluate the application of algorithms to solve a variety of problems. Drawing on observations from research studies that focused on innovative STEM programs, including underrepresented students in rural, suburban, and urban contexts, the authors reflect on project-based learning experiences, pedagogy, and evaluation that are conducive to developing advanced computational thinking, specifically among diverse student populations. This practical text includes vignettes and visual examples to illustrate how coding, computer modeling, robotics, and drones may be used to promote CT and CAT among students in diverse classrooms.

Computational Thinking in Education explores the relevance of computational thinking in primary and secondary education. As today’s school-aged students prepare to live and work in a thoroughly digitized world, computer science is providing a wealth of new learning concepts and opportunities across domains. This book offers a comprehensive overview of computational thinking, its history, implications for equity and inclusion, analyses of competencies in practice, and integration into learning, instruction, and assessment through scaffolded teacher education. Computer science education faculty and pre- and in-service educators will find a fresh pedagogical approach to computational thinking in primary and secondary classrooms.