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The Intersection of Socioscientific Issues, Computation Thinking, and Design Thinking: Toward a Framework of Inquiry Driven Disruptive Pedagogy

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Title: The Intersection of Socioscientific Issues, Computation Thinking, and Design Thinking: Toward a Framework of Inquiry Driven Disruptive Pedagogy
Language: English
Authors: Leonard A. Annetta (ORCID 0000-0003-0426-8832), Mark H. Newton (ORCID 0000-0002-3616-319X), Kelly Schumann (ORCID 0009-0000-7255-1256)
Source: International Journal of Education in Mathematics, Science and Technology. 2025 13(3):791-811.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Science and Society, Computation, Thinking Skills, Design, Inquiry, Active Learning, Engineering, Science Teachers, Educational Games, Earth Science, Game Based Learning, Inservice Teacher Education, Climate, Technology Uses in Education
ISSN: 2147-611X
Abstract: The Next Generation Science Standards call for engineering design solutions using computer technologies, but many K-12 classrooms either do not have accessible technologies or the teacher pedagogical knowledge on how to effectively implement engineering design into the curriculum. Without access to computer or mobile technologies, teachers are faced with a challenge integrating design thinking and computational thinking into inquiry-based teaching practices. Embedding design thinking and computational thinking within a socioscientific framework is a possible solution. Socioscientific issues, design thinking, and computational thinking are thoroughly researched and published constructs. There has been some research suggesting a connection between design thinking and computational thinking, however pilot data suggest a potential intersection of the three concepts which became the crux for our research. This study sought to construct a pedagogical framework amalgamating socioscienfific issues, design thinking, and computational thinking for science teacher practice in classrooms without the use of technology. Practicing science teachers enrolled in a master's level class served as the study's participants and they were charged with designing a mixed reality Serious Educational Game embedding socioscientific issues in a climate change context. Incorporating a case study design with triangulated data sources that were collected through reflective journals, design documents, and observations, an iterative process was used to analyze data to build trustworthiness. Results suggest initial hypotheses of the potential commonality between the three constructs were not completely accurate, however a refined model emerged. Articulation of how to integrate the new model using socioscientific issues, design thinking, and computational thinking are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475548
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Intersection of Socioscientific Issues, Computation Thinking, and Design Thinking: Toward a Framework of Inquiry Driven Disruptive Pedagogy
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  Data: <searchLink fieldCode="AR" term="%22Leonard+A%2E+Annetta%22">Leonard A. Annetta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0426-8832">0000-0003-0426-8832</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mark+H%2E+Newton%22">Mark H. Newton</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3616-319X">0000-0002-3616-319X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelly+Schumann%22">Kelly Schumann</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7255-1256">0009-0000-7255-1256</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2025 13(3):791-811.
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  Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
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  Data: The Next Generation Science Standards call for engineering design solutions using computer technologies, but many K-12 classrooms either do not have accessible technologies or the teacher pedagogical knowledge on how to effectively implement engineering design into the curriculum. Without access to computer or mobile technologies, teachers are faced with a challenge integrating design thinking and computational thinking into inquiry-based teaching practices. Embedding design thinking and computational thinking within a socioscientific framework is a possible solution. Socioscientific issues, design thinking, and computational thinking are thoroughly researched and published constructs. There has been some research suggesting a connection between design thinking and computational thinking, however pilot data suggest a potential intersection of the three concepts which became the crux for our research. This study sought to construct a pedagogical framework amalgamating socioscienfific issues, design thinking, and computational thinking for science teacher practice in classrooms without the use of technology. Practicing science teachers enrolled in a master's level class served as the study's participants and they were charged with designing a mixed reality Serious Educational Game embedding socioscientific issues in a climate change context. Incorporating a case study design with triangulated data sources that were collected through reflective journals, design documents, and observations, an iterative process was used to analyze data to build trustworthiness. Results suggest initial hypotheses of the potential commonality between the three constructs were not completely accurate, however a refined model emerged. Articulation of how to integrate the new model using socioscientific issues, design thinking, and computational thinking are discussed.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475548
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 791
    Subjects:
      – SubjectFull: Science and Society
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Engineering
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Earth Science
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Climate
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
    Titles:
      – TitleFull: The Intersection of Socioscientific Issues, Computation Thinking, and Design Thinking: Toward a Framework of Inquiry Driven Disruptive Pedagogy
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            NameFull: Kelly Schumann
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