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Furt, T., Greenwald, S., Carrady, M., Krakowski, A., Brodsky, L., Cours, M., Montgomery, R., & Corph, R. (2023). The Computational Thinking for Science (CT-S) Framework: Operationalizing CT-S for K-12 Science Education Researchers and Educators. International Journal of STEM Education, 10, Article No. 1.
https://doi.org/10.1186/s40594-022-00391-7

has been cited by the following article:

• TITLE: Empowering Science Teachers through Computational Thinking

  AUTHORS: Margaret Cozzens, Tamra Carpenter

  KEYWORDS: Science Teaching, Computational Thinking, Professional Development, Creative Thinking

  JOURNAL NAME: Creative Education, Vol.15 No.9, September 4, 2024

  ABSTRACT: Teachers are often positioned as targets or agents of reform in professional development (Sykes & Wilson, 2016). This paper discusses empowering high school teachers through professional development opportunities around computational thinking where the goal of integrating computational thinking (CT) into existing practice shifts attention away from a particular instructional approach to providing teachers with the opportunity to fold adapted CT materials into their existing practice, thus teachers become agents. From the participants’ perspective, DIMACS Computational Thinking Professional Development for Mathematics and Science Teachers (CTPD achieved its primary goals of expanding teachers’ abilities to think computationally, especially in terms of decomposing and testing out various solutions; and they gained familiarity with a wide range of activities and units that they could adapt for use in their classrooms (Wilson et al., 2023). A number of examples of science teachers, who have invented their own additions of CT to their courses are provided, including one from a third grade teacher.