Integrating Computational Thinking into K–12 Classroom Instruction

In 2016, legislation mandated the integration of computer science (CS) and computational thinking (CT) skills across K–12 instruction in the Commonwealth of Virginia. CT integration is also a focus in many schools throughout the United States. Educators must understand CT/CS core concepts and practices, looking for practical ways to integrate CT across the K–12 curricula. To address this, the current study was conducted. The study compares the effects of the Jigsaw technique and teacher-directed instruction on the participants by surveying their self-efficacy for integrating CT in their teaching. This study uses a pre- and post-test design, and data collection took place during the 2024-2025 academic year. Participants (n = 80) from schools across the United States were assigned to a group that either received the Jigsaw technique or teacherdirected instruction. The Teacher-Directed Instruction Group (n = 40) was taught CT content and lesson integration using teacher-directed instruction. The Jigsaw Technique Group (n = 40) was taught CT content and lesson integration using the Jigsaw technique. I administered the Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B) as a pretest before the instruction to both groups. Following instruction, I administered the same data collection tool as a posttest to both groups to learn about shifts in their self-efficacy for integrating CT into their classroom instruction. The study results showed that both instructional methods led to increased teacher self-efficacy, with no statistically significant difference between the two groups.