Integrating Unplugged Computational Thinking Across Curricula: A Qualitative Study of Students’ and Teachers’ Perspectives

Abstract

Integrating computational thinking into the K-12 curriculum presents challenges due to the lack of a standardized approach. This study examines the use of “unplugged” computational thinking-activities that do not require digital devices-in teaching mathematics and language arts to tenth-grade students. The instructional method followed phases such as abstraction, decomposition, algorithms, evaluation, and generalization. Data were collected through focus groups with teachers and a sample of students from both subjects and analyzed qualitatively to capture their perspectives. The findings suggest that unplugged computational thinking increased student engagement and helped achieve learning objectives. Both teachers and students reported that this approach fostered deeper conceptual understanding and enhanced the educational experience by developing skills in problem-solving, collaboration, and perseverance (grit). Teachers observed that students could explore and articulate their thoughts more expansively compared to traditional methods, leading to a richer understanding of the material. Students emphasized that integrating computational thinking, fostering grit, and encouraging collaboration are crucial for enriching their educational experiences and creating a supportive, effective learning environment.