Coding and Computational Thinking in the Social Studies: Teachers’ Perspectives

Abstract

Abstract Research explored the change in perspectives of PK-12 social studies teachers regarding coding as a useful instructional tool. Using exploratory methods, researchers examined to what extent participants (n = 26) were willing to embrace coding as a teaching and learning strategy. Findings suggest that participants’ perspectives on the utility of coding in the social studies improved as a result of participation in a series of coding activities that included opportunities to code, structured reflection, and peer discussion, with three out of four indicators demonstrating statistical significance. Results also indicate that a majority (73%) agree that coding is a critical skill that all educators should address, but some (nearly 31%) still lacked confidence in their ability to integrate coding into their instructional practice. We conclude with an examination of the implications for the social studies curriculum and for professional practice.