Leveraging Computational Thinking in Content-Aligned and Heritage-Connected Project-Based Learning

Computational thinking (CT) is being utilized within project-based learning (PBL) as a problem solving skill, building on the problem solving toolkits that students bring with them to these learning opportunities. Our research-practice partnership supports teachers in the Eastern Kentucky in Central Appalachia to develop and implement PBL units that focus on a community challenge and integrate content connections, heritage inspiration, and CT. This poster examines these PBL projects to explore the mechanisms teachers leverage to engage students in CT within these heritage-connected PBL units. We found that teachers used six mechanisms to engage students in algorithmic thinking/automation and data practices. By understanding these mechanisms, researchers and educators supporting teachers to develop PBL units can create guidelines and guardrails that more effectively support them through the PBL development process. Hopefully this will increase the frequency and meaningfulness of CT integration within content and heritage connected PBLs.