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Computational Thinking and Social Studies Teacher Education: What, Why, and How

Computational Thinking and Social Studies Teacher Education: What, Why, and How

Thomas C. Hammond, Julie L. Oltman, Meghan M. Manfra
Copyright: © 2022 |Pages: 15
ISBN13: 9781668424117|ISBN10: 1668424118|EISBN13: 9781668424124
DOI: 10.4018/978-1-6684-2411-7.ch005
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MLA

Hammond, Thomas C., et al. "Computational Thinking and Social Studies Teacher Education: What, Why, and How." Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, IGI Global, 2022, pp. 79-93. https://doi.org/10.4018/978-1-6684-2411-7.ch005

APA

Hammond, T. C., Oltman, J. L., & Manfra, M. M. (2022). Computational Thinking and Social Studies Teacher Education: What, Why, and How. In I. Management Association (Ed.), Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 79-93). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch005

Chicago

Hammond, Thomas C., Julie L. Oltman, and Meghan M. Manfra. "Computational Thinking and Social Studies Teacher Education: What, Why, and How." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, 79-93. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2411-7.ch005

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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.'

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