Computational Thinking and Social Studies Teacher Education: What, Why, and How

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Author(s): Thomas C. Hammond (Lehigh University, USA), Julie L. Oltman (Lehigh University, USA)and Meghan M. Manfra (North Carolina State University, USA)
Copyright: 2020
Pages: 16
Source title: Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Patrick Wachira (Cleveland State University, USA)
DOI: 10.4018/978-1-7998-1479-5.ch001

Keywords: Education / Educational Technologies / Information Science Reference / K-12 Education

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Abstract

Computational thinking is highly applicable to social studies education, particularly decision-focused social studies. To better fit the disciplinary needs of social studies and align with social studies standards, we adapt and group computational thinking skills into a heuristic of data, patterns, rules, and questions (DPR-Q). We then propose a four-step model for social studies teachers to follow when planning lessons that integrate computational thinking within their curricular instruction. Both the DPR-Q heuristic and the instructional planning model are explained with worked examples from social studies classrooms. Successful integration of computational thinking into decision-focused social studies can both enrich the social studies curriculum and provide a curricular home for teaching computational thinking, bearing out Wing's claim that computational thinking is ‘everywhere' and ‘for everyone.'

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Computational Thinking and Social Studies Teacher Education: What, Why, and How

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