High School Science Teacher Use of Planning Tools to Integrate Computational Thinking

In an effort to deepen learning in K-12 science classrooms, there has been a national movement integrate computational thinking (CT). The purpose of this phenomenographic study was understand teachers’ perceptions the function and usefulness task analysis decision tree tool designed help them with integration. Teachers participated long-term professional development improve their knowledge application CT then developed lesson plans integrating into investigations. To assist integration, teachers used two unique tools. No one plan or content area addressed all practices, but practices were lessons across four areas. All 19 found that helped shift student-centered focus pinpoint data so they could systematically practices. However, expressed confusion over amount detail document on tool. Similarly, both benefits barriers be useful predicting ways students may misunderstand practice reflecting level accomplishment students. sometimes uncertain how efficiently complex student behaviors when engaged CT. Implications for use planning tools is discussed.