The purpose of this study was to explore if, what kinds of, how much computational thinking (CT after this) practices could be included in STEAM programs, and what kinds of CT practices could be improved to make STEAM revitalized. The CT analyzing tool with operational definitions and its examples in science education was modified and employed for 5 science-focused and 5 engineering-focused STEAM programs. There was no discerning pattern of CT practices uses between science and engineering STEAM programs but CT practices were displayed depending on their topics. The patterns of CT practices uses from each STEAM program could be used to describe what CT practices were more explored, weakly exposed, or missing. On the basis of these prescription of CT practices from each STEAM program, the researchers could develop the weakly exposed or missing CT practices to be improved for the rich experience in CT practices during STEAM programs.

Abstract
Introduction
Methodology
    Selecting subjects (STEAM programs) in this study
    Modifying the CT analyzing tool
    Collecting and analyzing the data
Results
    The characteristics of CT practices in STEAM lessons
    Science-focused STEAM program
    Engineering-focused STEAM program
    Improving the missing/weakly exposed CT practices
Conclusion and Implication
References

• Young-Shin Park(Science Culture Education Center, Chosun University)
• James Green(Science Culture Education Center, Chosun University) Corresponding author