Abstract
The recent interest in encouraging more middle and high school students to prepare for careers in science, technology, engineering, or mathematics (STEM) has rekindled the old debate about whether computer science is really science. It matters today because computing is such a central field, impacting so many other fields, and yet it is often excluded from high school curricula because it is not seen as a science. In this symposium, fifteen authors examine different aspects from what is science, to natural information processes, to new science-enabled approaches in STEM education.
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