Integrating Computational Thinking Across the Elementary Curriculum
Anthony Negron · 2021
In 2018, the New York Hall of Science (NYSCI) undertook a collaboration with teachers at a local elementary school to embed computational thinking into their instructional practice. With origins in computer science, computational thinking has evolved into a process for solving problems with broader applications for learning science, technology, engineering, and mathematics (STEM), as well as other subjects. This chapter describes the collaboration, its purpose, the specific actions undertaken in partnership with teachers, and its impact. Key aspects of computational thinking, as defined in this initiative, include defining and breaking down a problem into simpler components, finding patterns within the components, removing unnecessary information, and developing step-by-step instructions for solving the original problem and addressing errors. The work summarized in this chapter demonstrates the potential of collaborations between museum educators and teachers to codesign strategies for implementing computational thinking skills. As reported in the chapter, the project helped teachers to feel more competent in integrating computational strategies throughout their practice, encouraged students to take ownership of their own learning, and improved students’ understanding of the content of and connections between different subjects.