Embedding K12 Professional Development Through Co-Teaching Experiences-Sustaining Computational Thinking in Interdisciplinary Courses

Abstract

Focusing on interdisciplinary lesson development in K12 core courses has potential to broaden participation in computing by communicating computer science relevance to youth with limited computer science background within the courses they are already taking (e.g., high school chemistry). The DISSECT professional development program has demonstrated evidence of sustained effort beyond the years of the program—this case study was designed to understand factors that may have supported sustained use.