Exploring Embedded Computational Thinking in STEM Teacher Education


  • Dorrith PENNINK Amsterdam University of Applied Sciences
  • Izaak DEKKER Amsterdam University of Applied Sciences/Erasmus University Rotterdam
  • Sharon CALOR Amsterdam University of Applied Sciences/Vrije Universiteit Amsterdam
  • Monique PIJLS Amsterdam University of Applied Sciences
  • Bert BREDEWEG Amsterdam University of Applied Sciences/University of Amsterdam




Computational Thinking, Teacher Education, TEM Edu-cation, Computational Practice, TPACK


Computational thinking (CT) has become a necessity in many professional domains. As such, scholars argue that the acquisition of CT and application should be embedded in existing school subjects. Within the CT literature, a tax-onomy distinguishes CT practices in STEM education into four categories: data related, systems thinking, modeling & simulation and computational problem solving (CPSP). Practical applications of these different categories are still limited. This paper presents three examples in which edu-cators of science teachers integrate CT within STEM con-tent knowledge using the above mentioned taxonomy. The first example applies to CPSP and data practices, the sec-ond to CPSP exclusively, the final to systems thinking and modeling & simulation. The examples provide practical insight that makes the use of CT in STEM education more tangible for practitioners.




How to Cite

PENNINK, D., DEKKER, I., CALOR, S., PIJLS, M., & BREDEWEG, B. (2022). Exploring Embedded Computational Thinking in STEM Teacher Education . CTE-STEM 2022 Conference. https://doi.org/10.34641/ctestem.2022.454

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