#969: Feeling like a Scientist, Engineer, and Computer Scientist: Exploring Students’ Disciplinary Identity in an Integrated STEM+C Curriculum

Integrating computational thinking (CT) into STEM curricula can engage students in authentic, interdisciplinary practices. Yet little is known about whether students perceive themselves as members of these disciplinary communities. This study examines middle school students’ disciplinary identity within a three-week integrated STEM+C Earth Science curriculum. Analysis of reflection surveys revealed that most students identified with at least one disciplinary role, most often as engineers or computer scientists, while fewer felt like scientists.