The role of computation in science is ever-expanding and is enabling scientists to investigate complex phenomena in more powerful ways and tackle previously intractable problems. The growing role of computation has prompted calls to integrate computational thinking (CT) into science instruction in order to more authentically mirror contemporary science practice and to support inclusive engagement in science pathways. In this multimethods study, we present evidence for the Computational Thinking for Science (CT+S) instructional model designed to support broader participation in science, technology, engineering, and mathematics (STEM) pathways by (1) providing opportunities for students to learn CT within the regular school day, in core science classrooms; and (2) by reframing coding as a tool for developing solutions to compelling real-world problems. We present core pedagogical strategies employed in the CT+S instructional model and describe its implementation into two 10-lesson instructional units for middle-school science classrooms. In the first unit, students create computational models of a coral reef ecosystem. In the second unit, students write code to create, analyze, and interpret data visualizations using a large air quality dataset from the United States Environmental Protection Agency to understand, communicate, and evaluate solutions for air quality concerns. In our investigation of the model's implementation through these two units, we found that participating students demonstrated statistically significant advancements in CT, competency beliefs for computation in STEM, and value assigned to computation in STEM. We also examine evidence for how the CT+S model's core pedagogical strategies may be contributing to observed outcomes. We discuss the implications of these findings and propose a testable theory of action for the model that can serve future researchers, evaluators, educators, and instructional designers.

中文翻译：

---

科学的计算思维：将编码定位为科学研究的工具

计算在科学中的作用不断扩大，使科学家能够以更强大的方式研究复杂的现象并解决以前棘手的问题。计算的作用日益增强，促使人们呼吁将计算思维（CT）整合到科学教学中，以便更真实地反映当代科学实践并支持科学途径的包容性参与。在这项多方法研究中，我们提供了科学计算思维 (CT+S) 教学模型的证据，该模型旨在通过 (1) 为学生提供学习 CT 的机会来支持更广泛地参与科学、技术、工程和数学 (STEM) 途径在正常上课日内，在核心科学教室；(2) 将编码重新定义为一种工具，用于开发解决方案来解决现实世界中引人注目的问题。我们提出了 CT+S 教学模式中采用的核心教学策略，并描述了其在中学科学课堂的两个 10 课教学单元中的实施。在第一个单元中，学生创建珊瑚礁生态系统的计算模型。在第二单元中，学生使用美国环境保护局的大型空气质量数据集编写代码来创建、分析和解释数据可视化，以理解、交流和评估空气质量问题的解决方案。在我们通过这两个单元对该模型的实施进行调查时，我们发现参与的学生在 CT、STEM 计算的能力信念以及 STEM 计算的价值。我们还研究了 CT+S 模型的核心教学策略如何有助于观察到的结果的证据。我们讨论了这些发现的含义，并为该模型提出了一个可测试的行动理论，可以为未来的研究人员、评估者、教育工作者和教学设计者服务。