Computational

Thinking

Computational thinking (CT) is defined as a set of practices used in computing to frame problems, create solutions, express ideas, and understand technology’s impact. It encompasses four core practices:

Data Collection and Analysis: using computers to gather, organize, and interpret digital information
Abstracting and Modularizing: identifying essential details and repeatable patterns to find reusable components
Algorithm Design: articulating and refining ordered steps for automation
Debugging: testing solutions and resolving problems

While computer science focuses on the study and use of computers themselves, computational thinking represents a more fundamental skillset that develops critical thinking, logical reasoning, and problem-solving abilities. Though commonly applied in coding, computational thinking extends far beyond programming and can be valuable across diverse academic disciplines, fostering curiosity and systematic approaches to navigating complex challenges.

The need to integrate CT into K-12 education is urgent and motivated by economic and workforce development, citizenship and civic engagement, equity and social justice, interdisciplinary competencies and literacies, school reform, and the improvement of peoples’ lives.

InspireCT: Inspiring STEM Learning through Applied Computational Thinking is a strategic, multiyear initiative designed to expand and sustain equitable and effective computational thinking education. This collaborative partnership brings together the Science Museum of Minnesota, Minneapolis and Hopkins Public Schools, and the Cargill Foundation to strengthen STEM education throughout the public education system. With an emphasis on intersectionality and addressing opportunity gaps for historically underserved communities, our partners share a common goal: advancing equitable CT education and teacher professional development to ensure every student is equipped for success in college, careers, and active civic engagement.

View a detailed summary report of the 2025 InspireCT project.

Educator Guide

This guide offers a curated selection of computational thinking curricula, technical resources, and pedagogical supports for educators of diverse computer science experience levels, developed by Science Museum of Minnesota instructors.

GUIDE VIDEOS

Integrated Units

These units are multi-lesson curricula designed to bring computational thinking into the classroom.

10 years old girls at coding class. Girls are sitting by the desk and using laptop, coding and taking notes. They are focus on their work. Overhead view.

Social Emotional Learning and Computational Thinking

Grades 3-5

Through eight lessons, students investigate different SEL themes to explore how people can understand the feelings of others. Students then plan a story based on a theme and bring it to life by coding and showcasing projects with one another.

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Two school children documenting and comparing their findings on the field trip with each other. They are getting advice from the teacher who is looking at their findings.

Literacy and Computational Thinking

Grades 3-5

Through seven lessons, students use the computational thinking practice of abstraction to observe the natural world, determine the main themes in text, and code an interactive digital collage to illustrate their ideas.

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Math and Computational Thinking

Grades 3-4

Over the course of five lessons, students apply the computational thinking practice of algorithmic design to draw geometric shapes and polygons and measure their perimeters by coding in Scratch.

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These curricula were created through a collaborative effort between the Science Museum of Minnesota and teacher leaders from Minneapolis Public Schools and Hopkins Public Schools who participated in professional learning around Computational Thinking practices.

Mini Lessons

These units are shorter lessons that teachers can use to introduce computational thinking concepts to students of all ages, grade bands, and experience levels.

Mystery Objects

In this activity, students will describe a series of mystery objects, use their observations to evaluate what the object is and does, and assess whether people are able to achieve tasks without using the object.

EXPLORE ACTIVITY

Side view of youthful African American schoolboy and his classmates working in front of laptops while sitting in row by desk.

Computational Thinking Practices

How can you integrate what humans are good at and what computers are good at in your classroom? This resource has the answers.

LEARN MORE

We want to thank the teacher-leaders and District representatives who have worked with us over the years to build our shared understanding of Computational Thinking and create resources for classroom use. The Science Museum of Minnesota also wants to express our gratitude to the Cargill Foundation for their longstanding support in STEM education.