Pratim Sengupta, John S. Kinnebrew, Gautam Biswas, Douglas Clark


Computational thinking (CT) draws on concepts that are fundamental to computing and computer science, however, as an approach, it includes practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction that are also central to modelling, reasoning, and problem solving in many scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating programming and CT with K-12 curricula. In this paper, we present a theoretical investigation of key issues that need to be considered for integrating CT with K-12 science. We identify the synergies between pro-gramming and CT on one hand, and scientific expertise on the other. We then present a critical review of literature on educational computing, and propose a set of guidelines for designing learning environments in science that can jointly foster the development of computational thinking with scientific expertise. Finally, we describe the design of a learning environment that supports CT through modelling and simulation to help middle school students learn physics and biology.


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Paper Citation

in Harvard Style

Sengupta P., S. Kinnebrew J., Biswas G. and Clark D. (2012). INTEGRATING COMPUTATIONAL THINKING WITH K-12 SCIENCE EDUCATION - A Theoretical Framework . In Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-8565-07-5, pages 40-49. DOI: 10.5220/0003915500400049

in Bibtex Style

author={Pratim Sengupta and John S. Kinnebrew and Gautam Biswas and Douglas Clark},
booktitle={Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU,},

in EndNote Style

JO - Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU,
SN - 978-989-8565-07-5
AU - Sengupta P.
AU - S. Kinnebrew J.
AU - Biswas G.
AU - Clark D.
PY - 2012
SP - 40
EP - 49
DO - 10.5220/0003915500400049