Abstract
How can elementary grade teachers integrate programming and computational thinking with the science curriculum? To answer this question, we present results from a long-term, design-based, microgenetic study where 1) agent-based programming using ViMAP was integrated with existing elementary science curricula and 2) lessons were taught by the classroom teacher. We present an investigation of the co-development of children's computational thinking and scientific modeling and show that the integration of programming with scientific modeling can be supported by the development of sociomathematical norms for designing "mathematically good" computational models.
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