The cultivation of computational thinking has begun to take shape in the field of science education abroad. Nevertheless， the related theories and curriculum implementations are not yet mature. This paper constructs a three-levels theoretical framework of computing thinking in science education. At the conceptual level， computation has an essential connection with science epistemologically and methodologically， thus affecting the basic attributes of computing at the level of thinking， namely abstract， simulation and automation， all of which are reflected in scientific practices such as modeling and simulation， and data collection and analysis. Based on the theoretical framework， it is discussed that how to integrates computing thinking into science curriculum in three aspects: goal， content， and assessment. Finally， the suggestions for the development of the science curriculum integrating computational thinking in China are put forward. |
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