This study details a researcher’s self-study journey in advancing from a computational thinking (CT) novice to an expert. The researcher went through a four-stage process, with a preliminary literature review preceding the four stages. From the literature review, the computational thinking analysis (CT_AT) tool was developed for use in stage one to analyze science, technology, engineering, art, and mathematic (STEAM) modules. Although no discernable patterns were found in analyzing the five science and five engineering-based modules, the analysis revealed which CT practices were missing or weakly exposed. In stage two activities were suggested to promote these missing or weakly exposed practices. Stage three required the researcher to develop his own STEAM module from the viewpoint of exposing students to CT. The fourth stage was to validate the CT_AT through interviews with pre-service and in-service teachers. These interviews led to changes in the CT_AT tool and, as a result, the researcher produced a guidebook that could be used by teachers in their own CT studies. This guidebook can be used by teachers to develop and become competent in CT skills.

Abstract
Introduction
Methodology
    Self-Study Journey
Results
    Analysis of STEAM Programs to See if AnyCT Can Be Included
    Improvement of Weak CT and Developmentof Missing CT Components
    Development of a New STEAM Program withthe Intension of Rich CT Inclusion
    Construct the Validity of CT Tool throughTwo Teachers’ Self-Study
    CT Guidebook for Teachers’ Self PDP(Professional Development Program)
Conclusion and Implication
References

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