Assimilating Computational and Mathematical Thinking into Earth and Environmental Science

As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within STEM teaching and learning in early childhood education through high school (preK-12). Dr. Panorkou and colleagues design, develop, and study the effects of instructional modules that integrate computational and mathematical thinking with the Earth and environmental sciences in grades 5-7. Three key elements of computational thinking (computational concepts, computational practices, and computational perspectives) will be interleaved with learning objectives in mathematics and the sciences at a pace that is grade-level appropriate. As instructional modules are developed and refined, Dr. Panorkou and colleagues: (1) Monitor effects on student learning and document changes in student reasoning about Earth and environmental science; (2) Develop and conduct teacher professional development activities that support integration of computational and mathematical thinking with the Earth and environmental sciences; (3) Investigate teacher experiences and perceptions of integrating computational thinking into instruction in order to learn how to support teachers in engaging in these instructional practices; and (5) Build a digital support platform to facilitate the development and use of the instructional modules, the teacher professional development activities, and the proposed research.