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Educational researchers have increasingly drawn attention to how studentsdevelop computational thinking (CT) skills, including in science, math, andliteracy contexts. A key component of CT is the process of abstraction, aparticularly challenging concept for novice programmers, but one vital toproblem solving. We propose a framework based on situated cognition that can beused to document how instructors and students communicate about abstractionsduring the problem solving process. We develop this framework in a multimodalinteraction analysis of a 32-minute long excerpt of a middle school studentworking in the PixelBots JavaScript programming environment at a two-weeksummer programming workshop taught by undergraduate CS majors. Through amicrogenetic analysis of the process of teaching and learning about abstractionin this excerpt, we document the extemporaneous prioritization of subgoals andthe back-and-forth coordination of problem solving phases. In our case study,we identify that (a) problem solving phases are nested with several instancesof context-switching within a single phase; (b) the introduction of new ideasand information create bridges or opportunities to move between differentproblem solving phases; (c) planning to solve a problem is a non-linearprocess; and (d) pedagogical moves such as modeling and prompting highlightsituated resources and advance problem solving. Future research should addresshow to help students structure subgoals and reflect on connections betweenproblem solving phases, and how to help instructors reflect on their routes tosupporting students in the problem solving process.

Subgoals, Problem Solving Phases, and Sources of Knowledge: A Complex Mangle