Abstract
Computational thinking is increasingly important in the secondary curriculum beyond the computer science classroom, especially in technology heavy STEM fields. We applied the Computational Thinking in Mathematics and Science Taxonomy (Weintrop et al., 2016) to explore how secondary students demonstrated computational thinking in research projects from a month-long STEM enrichment summer program. The preliminary data show that the papers and posters of four students, one from each area of the summer curricula, demonstrate all four of the practices: Data Practices, Modeling and Simulation Practices, Computational Problem Solving Practices, and Systems Thinking Practices. These results indicate that computational thinking provides a useful framework for planning and assessing secondary students’ STEM independent research projects. Key words: computational thinking, research.
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