Computational Thinking across Disciplines: A Taxonomy of Pedagogical Approaches as Reflected in Prospective Teachers' Simulations of Computational Processes
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| Title: | Computational Thinking across Disciplines: A Taxonomy of Pedagogical Approaches as Reflected in Prospective Teachers' Simulations of Computational Processes |
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| Language: | English |
| Authors: | Noa Ragonis (ORCID |
| Source: | Informatics in Education. 2026 25(1):173-199. |
| Availability: | Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Preschool Education Elementary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Computation, Thinking Skills, Preservice Teachers, Simulation, Programming, STEM Education, Computer Science Education, Intellectual Disciplines, Teaching Methods, Preservice Teacher Education, College Students, Schools of Education, Research Universities, Preschool Teachers, Elementary School Teachers, Middle School Teachers, High School Teachers, Teacher Education Programs |
| ISSN: | 1648-5831 2335-8971 |
| Abstract: | Computational thinking (CT) is widely recognized as a key 21st-century competence, yet its integration across disciplines remains unclear for many educators. This study explores how prospective teachers identify and express CT through scripts representing computational processes in school subjects of their choice. The challenge of integrating CT in teacher preparation programs in non-STEM-related fields is also addressed. Using a mixed-methods approach, we analyze projects and accompanying reflective analyses from 375 prospective teachers who created Scratch-based scripts aligned with computational processes in STEM and non-STEM subjects. Data analysis yielded a taxonomy of pedagogical strategies reflecting diverse instructional approaches. The study underscores the value of guided, discipline-specific CT activities in teacher preparation programs and highlights how script development of computational processes fosters both subject-matter understanding and computational thinking. The results suggest holistic lens in evaluating CT integration and offer evidence-based insights for embedding CT meaning-fully into teacher preparation programs across disciplines. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506513 |
| Database: | ERIC |
| Abstract: | Computational thinking (CT) is widely recognized as a key 21st-century competence, yet its integration across disciplines remains unclear for many educators. This study explores how prospective teachers identify and express CT through scripts representing computational processes in school subjects of their choice. The challenge of integrating CT in teacher preparation programs in non-STEM-related fields is also addressed. Using a mixed-methods approach, we analyze projects and accompanying reflective analyses from 375 prospective teachers who created Scratch-based scripts aligned with computational processes in STEM and non-STEM subjects. Data analysis yielded a taxonomy of pedagogical strategies reflecting diverse instructional approaches. The study underscores the value of guided, discipline-specific CT activities in teacher preparation programs and highlights how script development of computational processes fosters both subject-matter understanding and computational thinking. The results suggest holistic lens in evaluating CT integration and offer evidence-based insights for embedding CT meaning-fully into teacher preparation programs across disciplines. |
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| ISSN: | 1648-5831 2335-8971 |
