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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
Language: English
Authors: Noa Ragonis (ORCID 0000-0002-8163-0199), Orit Hazzan (ORCID 0000-0002-8627-0997)
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
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  Data: Computational Thinking across Disciplines: A Taxonomy of Pedagogical Approaches as Reflected in Prospective Teachers' Simulations of Computational Processes
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  Data: <searchLink fieldCode="AR" term="%22Noa+Ragonis%22">Noa Ragonis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8163-0199">0000-0002-8163-0199</externalLink>)<br /><searchLink fieldCode="AR" term="%22Orit+Hazzan%22">Orit Hazzan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8627-0997">0000-0002-8627-0997</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Informatics+in+Education%22"><i>Informatics in Education</i></searchLink>. 2026 25(1):173-199.
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  Data: 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
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  Data: 27
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  Data: 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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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 173
    Subjects:
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Simulation
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Computer Science Education
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      – SubjectFull: Intellectual Disciplines
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Schools of Education
        Type: general
      – SubjectFull: Research Universities
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      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
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      – SubjectFull: High School Teachers
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      – SubjectFull: Teacher Education Programs
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      – TitleFull: Computational Thinking across Disciplines: A Taxonomy of Pedagogical Approaches as Reflected in Prospective Teachers' Simulations of Computational Processes
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              Y: 2026
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