2023 ASEE Annual Conference & Exposition

Our society increasingly depends on computers and digital devices. Most of the technologies that we use daily—from toothbrushes to traffic signals to smartphones have involved computational tools in their conceptualization, manufacture, or operation. That is, many engineered solutions rest heavily on computational thinking. Computational thinking (CT) is now framed as a fundamental skill for everyone, not just computer scientists.
Attempts to integrate computational thinking with engineering are relatively recent. Research, though sparse, suggests that the integration of CT with engineering, engineering design (and science) in K-12 has potential to develop children’s engineering and design skills, science learning, and engagement. However, more research is needed to understand the possibilities for this field.
This theoretical paper examines the potential for the integration of engineering and computational thinking. It begins with a literature review that initially examined fundamental papers about computational thinking and computer science, then focused on computational thinking, and then narrowed to consider research that focused on CT and engineering. The studies that mentioned CT and engineering (N=16) were classified along the schema suggested by Kafai and Proctor (2022). The studies included some that viewed CT as the application of computational thinking to computer science problems such as through coding challenges, and others that took a more non-disciplinary view to CT to consider the ways in which computational thinking was manifest in engineering challenges in general. The results of this analysis will be presented. These include issues related to the theoretical framing of the field of CT. They also highlight a paucity of research papers, especially those that consider engineering design challenges and CT and CT and equity considerations.
The paper then proposes an early framework for K-8 CT and engineering rooted in the understanding that engineers use computational tools to solve problems throughout the engineering design cycles. We set forth an approach to integrating CT with engineering design work that moves beyond CT as using computational tools to one that recognizes that users need to understand the algorithm that is being used by the computational tool. The framework offers a few guiding principles and concepts (e.g., understanding the logic behind the computational tool, recognizing that one algorithm may not work for all populations), articulates four categories of such work (visualizing data, modeling, simulation, automation), and identifies ways that CT can be socially engaged.
The principles were derived through design-based research of K-8 curricula. This paper provides worked examples from two middle school units, each of which connects to two, unit-specific computational thinking modules. By engaging with the modules students come to understand the engineering challenge more deeply, create more efficient technologies, and/or understand how computational tools can enhance engineering work.
The paper will also share insights from educators from surveys and interviews as well as student work that illuminates the possibilities that using computational thinking in authentic ways to solve relevant problems has for developing student’s concepts and skills in both disciplines.