Designing Learning Environments With Iterative Conjecture Mapping to Support Teachers’ Computational Thinking Learning

Abstract

One way to help develop foundational computational literacy skills for K-12 students is to integrate computational thinking (CT) into science and math, but teachers have struggled to implement CT. This work investigates secondary science and math teachers’ CT outcomes as they engaged in a four-week summer institute. This study uses conjecture mapping to inform iterative design, implementation, and evaluation of the institute over two years. This paper characterizes teacher learning outcomes and the specific aspects of the institute design that led to those outcomes. Findings suggest the institute’s design led to increased CT knowledge and confidence in CT. Specifically, teacher outcomes were supported by teachers’ engagement as learners in discussion, reflection, and interaction with computational tools. Challenges encountered were used to inform redesign and a second implementation.