David Feldon

Computational thinking (CT) has emerged as a major topic of interest in K-12 education, with widespread efforts to support students in developing this competency in multiple content areas (e.g., Next Generation Science Standards) without specifically tying it to learning coding or computer science. However, many facets of computational thinking are not clearly defined or understood, including (1) the extent to which it can be assessed independent of coding and (2) its relationship to other m...