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In this chapter, we argue for an epistemological shift from viewing coding and computational thinking as mastery over computational logic and symbolic forms, to viewing them as a more complex form of experience. Rather than viewing computing as regurgitation and production of a set of axiomatic computational abstractions, we argue that computing and computational thinking, should be viewed as discursive, perspectival, material and embodied experiences, among others. These experiences include, but are not subsumed by, the use and production of computational abstractions. We illustrate what this paradigmatic shift toward a more phenomenological account of computing can mean for teaching and learning STEM in K12 classrooms by presenting a critical review of the literature, as well as by presenting a review of several studies we have conducted in K12 educational settings grounded in this perspective. Our analysis reveals several phenomenological approaches that can be useful for framing computational thinking in K12 STEM classrooms., Comment: Computational Thinking in STEM Discipline: Foundations and Research Highlights, 2018

We examine the process through which computational thinking develops in a perspectival fashion as two middle school students collaborate with each other in order to develop computational models of two graphs of motion. We present an interaction analysis of the students' discourse and computational modeling, and analyze how they came to a joint understanding of the goal of the modeling activity. We show that this process involves bringing about coherence between multiple perspectives: the object in motion, the computational agent, the other student, and graphs of motion.