Content area K-12 teachers are increasingly asked to integrate computing and computational thinking into their classrooms, yet they often have little experience with computing. The purpose of this study was to understand how science teachers, new to computing and integrating computational thinking into their classrooms, supported students as computational problem solvers. In the project from which this research was drawn, 8th grade science teachers in three US school districts integrated computer game design into their study of climate systems and climate change. We conducted participant observation, collected teacher implementation logs and interviewed 15 teachers engaged in the three-year design research project, Building Systems from Scratch. Analysis through grounded theory yielded several results related to teachers’ orientations, strategies, and use of resources to create systems of distributed expertise. We identified five major themes: a) releasing responsibility to students, b) co-learning with students, c) encouraging students’ independent problem solving, d) building interdependence among students, and e) providing multiple other resources. Findings are discussed in relation to the literature on integrating computational thinking into content area classrooms.

内容领域 K-12 教师越来越多地被要求将计算和计算思维整合到他们的课堂中，但他们往往缺乏计算经验。本研究的目的是了解刚接触计算并将计算思维融入课堂的科学教师如何支持学生成为计算问题的解决者。在本研究所依据的项目中，美国三个学区的 8 年级科学教师将计算机游戏设计整合到他们对气候系统和气候变化的研究中。我们进行了参与观察，收集了教师实施日志，并采访了从事为期三年的设计研究项目“从头开始构建系统”的 15 名教师。通过扎根理论的分析产生了与教师的取向、策略、并使用资源创建分布式专业知识系统。我们确定了五个主要主题：a) 向学生释放责任，b) 与学生共同学习，c) 鼓励学生独立解决问题，d) 在学生之间建立相互依赖，以及 e) 提供多种其他资源。研究结果与将计算思维整合到内容领域课堂的文献有关。