TDNet Discover

This qualitative case study will examine how teachers implement STEAM+C instruction to support computational thinking in K–5 classrooms at Park Avenue Elementary School. Grounded in Piaget’s theoretical framework, the study will explore how student-centered, playbased, and inquiry-driven instructional practices foster the development of computational thinking skills in elementary students. The primary research question will focus on how teachers implement STEAM+C instruction and make instructional decisions to support computational thinking in developmentally appropriate ways. The setting for this study will be an elementary school serving students in kindergarten through fifth grade, and the sample will include K–5 teachers who implement STEAM+C instruction. Data will be collected through classroom observations, semi-structured teacher interviews, and document analysis to provide a comprehensive understanding of instructional practices. Data analysis will involve a systematic coding process, including initial coding, pattern coding, and thematic analysis to identify key themes related to STEAM+C implementation and teacher decision-making. This study is expected to contribute to the understanding of effective instructional practices that support the integration of computational thinking within elementary STEAM+C classrooms.