ABSTRACT
This chapter provides a historical and theoretical foundation for computational thinking (CT) with an emphasis on the emergence of educational computer technologies as a vehicle for computationally rich practices within the context of STEM educational disciplines. Current and emerging frameworks of CT will be used as a lens for looking at research done on the integration of CT into topic areas within the individual STEM disciplines and connections between researchers’ conceptualizations of computational thinking and their study designs. CT as a practice will be reviewed as a strategy for integrative work across STEM in formal and informal educational settings.
