Developing and Applying a Computational Thinking Framework in Introductory Physics

Abstract

Computational Thinking (CT) has recently become an important practice to study due to its inclusion in the NGSS framework. In response to calls for further investigation into CT, we developed a framework of CT practices specific to the context of computationally integrated introductory physics classrooms. The development of the framework was guided by a comprehensive literature review of existing research around CT and an emergent coding of in-class data. This blending of literature and observations resulted in a robust six-category, fourteen-practice framework of CT practices. The application of previous literature to our specific context highlighted the substantial influence that context can have on how CT practices manifest. The framework was applied to two different classrooms to examine differences between the CT practices that occurred between groups and activities within a classroom. We also demonstrate the ability for this framework to answer multiple questions around curriculum design that involves computational integration. This work was support by the National Science Foundation (DRL-1741575).