Exploring the evolution of two girls’ conceptions and practices in computational thinking in science

Abstract As the definition of computational thinking (CT) in education continues to evolve, researchers have investigated the integration of CT in K-12 learning contexts and students' perceptions and development of CT in these integrated learning experiences. Drawing on prior work, this study explored the evolution of two elementary school girls’ conceptions and practices of CT in science as they participated in a four-week CT-integrated science unit at a summer camp using the Dash robot and the Blockly app. Three CT concepts: loops, sequences, and conditionals, were integrated into a unit on the reproduction cycle of flowerless plants. Observations, participant drawings, and analysis of Blockly code revealed that the children improved in their CT practices. In addition, the CT-integrated science unit developed for this study successfully engaged both participants, even when one expressed a low interest in science. The study suggested that defining computing vocabulary, using checkpoint activities with immediate and corrective feedback, and scaffolding of coding concepts with unplugged activities were particularly necessary in promoting CT and the integration of CT and science education in an elementary-level informal learning context.