Introduction

Rationale

Computational thinking shares much in common with problem solving in other disciplines—for instance, it is referenced explicitly as an important science and engineering practice by the Next Generation Science Standards. By integrating CT into existing subjects, teachers

• Will be less likely to feel overwhelmed than they would if they needed to take on wholly new instructional responsibilities
• Will be more likely to find instructional time to explore CT concepts
• Can exploit the substantial overlap between CT and important skills and practices in many subject areas
• Can develop students’ CT concepts and skills in a disciplinary context while also deepening students’ disciplinary understanding