Computational Thinking in the Context of Science and Engineering Practices: A Self-Regulated Learning Approach

Abstract

Computational thinking has often been overlooked in the K-12 settings, particularly in the Next Generation Science Standards (NGSS). In this chapter, we present a social cognitive self-regulated learning approach for infusing computational thinking into teaching settings using science and engineering practices of NGSS. Self-regulated learning related to computational thinking is viewed as a goal-directed process whereby a learner is required to identify a problem, examine relevant data to inform a solution, develop a solution, and evaluate the solution. Illustrations on how self-regulated learning cycles can become mechanisms to model and assess student computational thinking as students are engaged in science and engineering practices are provided.