Computational thinking (CT) is increasingly recognized as a foundational skill for all learners, yet in many cases, especially in non-computer science (non-CS) classrooms, teachers struggle in meaningful CT integration. While codesign supports the integration of teachers’ pedagogical knowledge and targeted professional development helps teachers embed CT in their classrooms, these two efforts are often isolated, and an integrated student-centered approach is needed. Further, literature suggests a lack of studies that evaluate classroom implementation of such efforts. This research proposes an integrated design thinking-based approach that centers student needs and leverages teachers’ pedagogical expertise. Using a design-based research and mixed methods, I investigate how teachers identify student challenges, co-develop CT pedagogies and scaffolds, and evaluate the effectiveness through classroom implementation.

I am Ph.D. student in the Dept. of Teaching, Learning and Culture at Texas A&M University, USA. I work in the areas of STEM education and I design tech/non-tech interventions to improve learning experiences.