As professional science becomes increasingly computational, researchers and educators are advocating for the integration of computational thinking (CT) into science education. Researchers and policymakers have argued that CT learning opportunities should begin in elementary school and span across the K-12 grades. While researchers and policymakers have specified how students should engage in CT for science learning, the success of CT integration ultimately depends on how elementary teachers implement CT in their science lessons. This new demand for teachers who can integrate CT has created a need for effective conceptual tools that teacher educators and professional development designers can use to develop elementary teachers' understanding and operationalization of CT for their classrooms. However, existing frameworks for CT integration have limitations. Existing frameworks either overlook the elementary grades, conceptualize CT in isolation and not integrated into science, and/or have not been tested in teacher education contexts. After reviewing existing CT integration frameworks and detailing an important gap in the science teacher education literature, we present our framework for the integration of CT into elementary science education, with a special focus on how to use this framework with teachers. Situated within our design-based research study, we (a) explain the decision-making process of designing the framework; (b) describe the pedagogical affordances and challenges it provided as we implemented it with a cohort of pre- and in-service teachers; (c) provide suggestions for its use in teacher education contexts; and (d) theorize possible pathways to continue its refinement.

中文翻译：

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设计教师将计算思维融入基础科学的框架

随着专业科学变得越来越计算化，研究人员和教育工作者正在倡导将计算思维（CT）融入科学教育中。研究人员和政策制定者认为，CT 学习机会应该从小学开始，并贯穿 K-12 年级。虽然研究人员和政策制定者已经明确了学生应如何通过 CT 进行科学学习，但 CT 整合的成功最终取决于小学教师如何在科学课程中实施 CT。这种对能够整合 CT 的教师的新需求催生了对有效概念工具的需求，教师教育者和专业发展设计师可以使用这些工具来培养小学教师对 CT 的理解和在课堂上的操作。然而，现有的 CT 集成框架存在局限性。现有框架要么忽视了小学成绩，要么孤立地概念化 CT，没有融入科学，和/或没有在教师教育背景下进行测试。在回顾了现有的 CT 整合框架并详细说明了科学教师教育文献中的重要空白后，我们提出了将 CT 整合到基础科学教育中的框架，特别关注如何与教师一起使用该框架。位于我们基于设计的研究中，我们 (a) 解释设计框架的决策过程；(b) 描述我们在一群在职和在职教师实施该方案时所提供的教学能力和挑战；(c) 就其在教师教育背景下的使用提供建议；(d) 对继续完善的可能途径进行理论分析。