In this session we will situate decoding or interpreting code in the larger context of “decoding computer models” across curricular topics in grades 6–12. Past programs such as Project GUTS (Growing Up Thinking Scientifically) framed “decoding” as interpreting computer code to understand how executing the code impacts the behavior or state of the elements in a computer model. We found that while this framing helped students to understand coded mechanisms, it did not support their making connections between coded mechanisms...