Computational Thinking and Social Studies Teacher Education

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.'