The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous conventional, disciplinary specific approaches inadequate address. However, challenges remain in defining consistently effectively, especially because the cognitive processes make up an experience not understood fully. This mixed-methods study was designed help understand how perceive, navigate, resolve require them integrate knowledge one subject (sustainability) with skills practice rooted mathematical logic (computer programming); they express their through reflective writing; we gain stronger understanding this process linguistic analysis. The findings suggest some demonstrated ability computational reasoning into socially relevant contexts more successfully, confidently, well-rounded ways than others, though success required thinking extended beyond programming. also underscore potential need for reconceptualizing teaching fields have problem-solving traditions less solutions.