Bridging Computational Thinking, Science, and Storytelling: Reflections on an Interdisciplinary Learning Approach

Integrating computational thinking (CT) into early K-12 education is increasingly recognized as essential for preparing students to navigate a technology-driven world. Digital storytelling, with its capacity to combine narrative expression with programming, offers a promising interdisciplinary strategy for promoting CT. This experience report presents a narrative-centered learning environment that integrates digital storytelling, block-based programming, and hands-on maker activities to foster CT and interdisciplinary learning in upper elementary classrooms. Grounded in a problem-based storyline, the environment engages students in solving real-world-inspired challenges through physical science experimentation and interactive narrative creation. We describe a multi-week classroom implementation with fourth- and fifth-grade students and analyze survey responses and programming artifacts from 41 participants to explore how CT concepts and practices, including sequencing, conditionals, and debugging, emerged in their work. While students demonstrated statistically significant gains in CT, they also encountered challenges related to narrative coherence, science alignment, and conditional logic. We reflect on what did and did not work, offering design insights for educators and designers adopting interdisciplinary, story-driven approaches to computing education.