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Recognizing that the power of computation has changed the practice of science, science education standards in a number of countries have included a call for the inclusion of computational thinking (CT) in K-12 science education. As CT is a relatively new construct, preparing inservice science teachers to implement CT-infused learning experiences depends on the creation of robust CT professional development (CT-PD) initiatives. Given that teachers’ understandings, attitudes and beliefs impact their teaching, an important step in the development of these programs is identification of teachers’ conceptualizations of CT and its role in science education as well as their perceived barriers to CT/science integration. Additionally, scholars have noted that teacher PD is more effective when it is tailored to the needs of participating teachers. To this end, this survey study examined secondary science teachers’ conceptualizations of CT, perceived barriers to CT/science integration, and the types of professional support they believe is needed to overcome these perceived barriers. Analysis of 123 open-ended surveys revealed that secondary science teachers: (1) conceptualize CT as a specific type of thinking that can be used to build science students’ problem-solving skills; (2) view their lack of CT understanding as a primary barrier to CT/science integration; (3) believe their students are academically unprepared for CT-infused science; and (4) want CT-PD focusing on the what, why, and how of CT/science integration. Drawing upon these findings, multiple implications for supporting science teachers in bringing CT-infused experiences to their students are provided.

What’s Computational Thinking?: Secondary Science Teachers’ Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration