# Computational Thinking in Introductory Physics

## TL;DR

This paper explores the concept of Computational Thinking in introductory physics education, discussing its current understanding, implementation, and future prospects to help physics instructors incorporate CT effectively.

## Contribution

It provides a concise overview of Computational Thinking in physics classes and suggests ways instructors can integrate CT without prior explicit knowledge.

## Key findings

- Instructors already incorporate elements of CT unknowingly.
- The paper offers a framework for understanding CT in physics education.
- Suggestions for future integration of CT in physics curricula.

## Abstract

Computational Thinking (CT) is still a relatively new term in the lexicon of learning objectives and science standards. There is not yet widespread agreement on the precise definition or implementation of CT, and efforts to assess CT are still maturing, even as more states adopt K-12 computer science standards. In this article we will try to summarize what CT means for a typical introductory (i.e. high school or early college) physics class. This will include a discussion of the ways that instructors may already be incorporating elements of CT in their classes without knowing it. Our intention in writing this article is to provide a helpful, concise and readable introduction to this topic for physics instructors. We also put forward some ideas for what the future of CT in introductory physics may look like.