Instructional practices promoting computational thinking in STEAM elementary classrooms

Abstract

Abstract We examine how elementary STEAM (science, technology, engineering, art, and mathematics) teachers designed and implemented instructional practices to encourage computational thinking (CT) during problem-solving activities. After teachers created STEAM lessons aligned with state standards and CT practices, students made artifacts while solving problems related to science, English-Language Arts, Art and music. Students used digital tools such as Scratch, Hummingbirds, Spheros, littleBits, Lego Robotics and 3-D modeling software. Teachers’ instructional practices included recognizing CT opportunities, building collaborative culture, helping students make connections and designing with limited materials. Students drew on prior experiences, verbalized CT practices, recognized peer expertise and were comfortable with failure. We discuss ways to extend CT learning, broaden participation and improve elementary teachers’ capacity to integrate CT into instruction.