ABSTRACT A number of efforts have focused on preparing teachers to integrate CT within secondary disciplinary subject areas; however, there is little research on how CT ideas could be embedded within elementary subjects. We designed a professional development activity for elementary teachers to embed CT within science and examined how their understanding of CT emerged over the course of PD. This paper reports results from qualitative analysis of teacher responses to vignettes and open-ended questions, which presented teaching scenarios related to CT. We found that the vignettes allow us to see shift in teachers’ thinking about CT from broad and generalized ideas to more elaborate versions of those ideas. We discuss that while vignettes provided a good method to portray changes in teacher views about CT, we need additional mechanisms to monitor how teachers conceptualize and come to integrate computational thinking into elementary schools.

中文翻译：

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小学课堂中的计算思维：衡量教师对科学教学计算思想的理解

摘要 许多努力都集中在培养教师将 CT 整合到二级学科领域；然而，关于 CT 思想如何嵌入基础学科的研究很少。我们为小学教师设计了一项专业发展活动，将 CT 嵌入科学中，并检查他们对 CT 的理解是如何在 PD 过程中产生的。本文报告了对教师对小插曲和开放式问题的反应进行定性分析的结果，这些问题呈现了与 CT 相关的教学场景。我们发现这些小插曲让我们看到教师对 CT 的思考从广泛和概括的想法转变为这些想法的更精细版本。我们讨论虽然小插图提供了一种很好的方法来描绘教师对 CT 的看法的变化，