@article{kite_park_2023, title={Context matters: Secondary science teachers' integration of process-based, unplugged computational thinking into science curriculum}, volume={6}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21883}, abstractNote={Abstract}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Kite, Vance and Park, Soonhye}, year={2023}, month={Jun} }
 @article{seung_park_kite_choi_2023, title={Elementary Preservice Teachers' Understandings and Task Values of the Science Practices Advocated in the NGSS in the US}, volume={13}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/13/4/371}, DOI={10.3390/educsci13040371}, abstractNote={K-12 science education in America has long been criticized for not preparing scientifically literate students who are prepared to engage in science-as-practice. Bearing this in mind, the Next Generation Science Standards (NGSS) recommend engaging students in eight science practices to build their knowledge of and proficiency in science. Engaging students in science-as-practice instruction depends on building preservice teachers’ understanding of, proficiency with, and value for the science practices. Through this mixed methods study, we investigated the effects of an elementary science teaching methods course on 109 preservice teachers’ epistemic understanding of the practices, their perceived importance of each practice, and the value that they ascribe to each practice. The results of our analysis indicate that: (1) the course initiated changes in preservice teachers’ epistemic understanding of the practices; (2) these preservice teachers viewed Asking questions as the most important science practice; and (3) they most frequently attached Attainment value to the science practices. Based on these findings, we recommend that courses for preservice teachers purposefully include significant opportunities for them to engage in the doing of science; place emphasis on crosscutting concepts and disciplinary core ideas in science; and provide preservice teachers with viable strategies for engaging students in each of the science practices in actual classrooms.}, number={4}, journal={EDUCATION SCIENCES}, author={Seung, Elsun and Park, Soonhye and Kite, Vance and Choi, Aeran}, year={2023}, month={Apr} }
 @article{kite_park_2022, title={Preparing inservice science teachers to bring unplugged computational thinking to their students}, volume={120}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2022.103904}, DOI={10.1016/j.tate.2022.103904}, abstractNote={Computational thinking (CT) is critical for Twenty-first century life. Ensuring equitable access to CT depends on preparing teachers to integrate CT into disciplinary curricula. We report on the design, evaluation, and outcomes of the Computational Thinking Unplugged for Science (CT-UP-S) professional development program for inservice science teachers. Our process-based approach to CT significantly improved teachers CT understanding and CT/science integration self-efficacy by systematically linking CT practices to scaffold the generation of unplugged algorithms. Additionally, we found that the process-based approach provided a framework for teachers' lesson planning and that teachers’ content knowledge moderated their ability to write CT-integrated science lessons.}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Kite, Vance and Park, Soonhye}, year={2022}, month={Dec}, pages={103904} }
 @article{kite_park_2022, title={What's Computational Thinking?: Secondary Science Teachers' Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration}, volume={9}, ISSN={["1573-1847"]}, DOI={10.1080/1046560X2022.2110068}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, author={Kite, Vance and Park, Soonhye}, year={2022}, month={Sep} }
 @article{kite_park_2022, title={What’s Computational Thinking?: Secondary Science Teachers’ Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration}, volume={34}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560X.2022.2110068}, DOI={10.1080/1046560X.2022.2110068}, abstractNote={ABSTRACT Recognizing that the power of computation has changed the practice of science, science education standards in a number of countries have included a call for the inclusion of computational thinking (CT) in K-12 science education. As CT is a relatively new construct, preparing inservice science teachers to implement CT-infused learning experiences depends on the creation of robust CT professional development (CT-PD) initiatives. Given that teachers’ understandings, attitudes and beliefs impact their teaching, an important step in the development of these programs is identification of teachers’ conceptualizations of CT and its role in science education as well as their perceived barriers to CT/science integration. Additionally, scholars have noted that teacher PD is more effective when it is tailored to the needs of participating teachers. To this end, this survey study examined secondary science teachers’ conceptualizations of CT, perceived barriers to CT/science integration, and the types of professional support they believe is needed to overcome these perceived barriers. Analysis of 123 open-ended surveys revealed that secondary science teachers: (1) conceptualize CT as a specific type of thinking that can be used to build science students’ problem-solving skills; (2) view their lack of CT understanding as a primary barrier to CT/science integration; (3) believe their students are academically unprepared for CT-infused science; and (4) want CT-PD focusing on the what, why, and how of CT/science integration. Drawing upon these findings, multiple implications for supporting science teachers in bringing CT-infused experiences to their students are provided.}, number={4}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Kite, Vance and Park, Soonhye}, year={2022}, month={Sep}, pages={1–24} }
 @article{kite_park_wiebe_2021, title={The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research}, volume={11}, ISSN={2158-2440 2158-2440}, url={http://dx.doi.org/10.1177/21582440211016418}, DOI={10.1177/21582440211016418}, abstractNote={ Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings, we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research. }, number={2}, journal={SAGE Open}, publisher={SAGE Publications}, author={Kite, Vance and Park, Soonhye and Wiebe, Eric}, year={2021}, month={Apr}, pages={215824402110164} }