There is growing recognition in the education community that the problem-solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty-first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices into core curriculum——especially science, technology, engineering, and math curriculum. Successfully achieving the goal of integrated CT, however, depends on frameworks to guide integration, professional development for teachers, exemplars of successful integrations, and identifications of the barriers teachers encounter. Research pertaining to each of these areas is in its infancy. This study addresses these needs through a collective case study of 10 secondary science teachers' implementations of a novel, process-based, unplugged approach to CT/science integration and the factors that supported or hindered their CT/science integration efforts. The results of this work reveal that: (1) an unplugged and process-based approach to CT/science integration shows promise as a vehicle for infusing CT into diverse science classrooms; (2) educators' teaching context exerts a strong influence on their CT-integration efforts and persistence; and (3) special attention is needed to support teachers in their CT/science integrations including algorithm creation. This study also demonstrates the utility of the Fraillon et al.'s CT framework as a guide for CT/science integration efforts and sheds light on the unique affordances of unplugged strategies for implementing CT-integrated science curricula.

中文翻译：

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背景很重要：中学科学教师将基于过程的、不插电的计算思维整合到科学课程中

教育界越来越认识到，构成计算思维（CT）的问题解决实践是二十一世纪生活和工作的基本组成部分。从历史上看，学习 CT 的机会仅限于计算机科学 (CS) 和缺乏种族、民族和性别多样性的选修课程。为了消除这种不平等，许多学者提出将 CT 实践纳入核心课程——特别是科学、技术、工程和数学课程。然而，成功实现整合CT的目标取决于指导整合的框架、教师的专业发展、成功整合的范例以及对教师遇到的障碍的识别。与这些领域相关的研究还处于起步阶段。本研究通过对 10 名中学科学教师实施一种新颖的、基于流程的、不插电的 CT/科学整合方法的集体案例研究来解决这些需求，以及支持或阻碍他们的 CT/科学整合工作的因素。这项工作的结果表明：（1）一种不插电且基于流程的 CT/科学集成方法显示出作为将 CT 融入不同科学课堂的工具的前景；(2) 教育工作者的教学环境对其 CT 整合的努力和坚持有很大的影响；(3) 需要特别关注支持教师进行 CT/科学整合，包括算法创建。这项研究还证明了 Fraillon 等人的 CT 框架作为 CT/科学整合工作指南的实用性，并揭示了实施 CT 整合科学课程的不插电策略的独特功能。