Relevant bibliographies by topics / Computational thinking (CT)

Academic literature on the topic 'Computational thinking (CT)'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Computational thinking (CT)"

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Curzon, Paul, Joan Peckham, Harriet Taylor, Amber Settle, and Eric Roberts. "Computational thinking (CT)." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 201–2. http://dx.doi.org/10.1145/1595496.1562941.

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Kartarina, Kartarina, Miftahul Madani, Diah Supatmiwati, Regina Aprilia Riberu, and Indah Puji Lestari. "Sosialisasi dan Pengenalan Computational Thinking kepada Guru pada Program Gerakan Pandai oleh Bebras Biro Universitas Bumigora." ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat 2, no. 1 (July 26, 2021): 27–34. http://dx.doi.org/10.30812/adma.v2i1.1271.

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Currently school teachers, especially in Mataram City, West Lombok Regency, Central Lombok and East Lombok are not familiar with learning with the concept of computational thinking (Computational Thinking) so they cannot teach their students how to think computationally as an approach to solving existing problems. Considering one of the demands of the industrial revolution 4.0, where problem solving skills are one of the abilities that students must have. In this case, these abilities need to be taught by teachers at school. Therefore, this problem must be solved immediately by increasing the ability of teachers in learning computational thinking so that teachers can apply computational thinking learning methods to their students. From the problems listed, it is necessary to approach how to train teachers to teach computationally thinking to their students. In Lombok, West Nusa Tenggara, to apply Computational Thinking (CT) in formulating problems and revealing solutions, namely through socialization and training and mentoring of free computational thinking materials to teachers in schools in Lombok, NTB which was held in the form of CT Bebras socialization activities, which is expected to help introduce and apply Computational Thinking (CT) material as a creative learning method in schools in NTB.
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Suktiningsih, Wiya, Diah Supatmiwati, Ni Gusti Ayu Dasriani, Apriani Apriani, and Ismarmiaty Ismarmiaty. "Pengenalan Pemikiran Computational Thinking untuk Guru MI dan MTs Pesantren Nurul Islam Sekarbela." Jurnal Karya untuk Masyarakat (JKuM) 2, no. 1 (January 28, 2021): 91–102. http://dx.doi.org/10.36914/jkum.v2i1.490.

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Abstrak: Computational thinking (CT) adalah konsep berpikir secara komputasi dalam menyelesaikan suatu permasalahan. Metode pembelajaran dalam CT meliputi 4 pilar utama yaitu: Dekomposisi, Abstraksi, Algoritma dan Pengenalan Pola. CT melatih siswa untuk berpikir komputasi ketika memecahkan permasalahan soal di semua bidang ilmu. Berpikir Komputasi adalah proses berpikir yang terlibat dalam merumuskan masalah dan mengungkapkan solusinya seperti pada sebuah komputer dimana manusia atau mesin yang penyelesaian masalaha dilaksanakan secara efektif. Metode pembelajaran CT membentuk siswa untuk kreatif dan inovatif, serta mampu berkomunikasi dan berkolaborasi. Saat ini CT tidak hanya bisa diterapkan di bidang ilmu teknik informastika, tetapi sudah bisa diintegrasikan dengan bidang ilmu lain seperti bahasa Indonesia, Bahasa Inggris, Matematika dan IPA. Program kegitan pengabdian kepada masyarakat ini melakukan pengenalan konsep CT bagi guru-guru MI dan MTs yang ada di Pondok Pesantren Nurul Islam – Pagesangan, Mataram. Dengan harapan para guru dapat memasukkan CT ke dalam mata pelajaran yang diajarkan, sehingga siswa terbiasa dengan pemecahan masalah melalui cara computational thinking, kelangsungan hidup computational thinking, suatu masalah dapat diselesaikan dengan baik, cepat dan optimal. Abstract: Computational thinking (CT) is the concept of thinking computationally in solving a problem. The learning method in CT includes 4 main pillars, namely: Decomposition, Abstraction, Algorithm and Pattern Recognition. CT trains students to think computationally when solving problems in all fields of science. Computational Thinking is a thought process involved in formulating a problem and expressing its solution as in a computer where a human or machine problem solving is carried out effectively. The CT learning method shapes students to be creative and innovative, and able to communicate and collaborate. Currently CT can not only be applied in the field of informatics engineering, but can be integrated with other fields of science such as Indonesian, English, Mathematics and Science. This community service activity program introduces the concept of CT for MI and MTs teachers at Nurul Islam Islamic Boarding School - Pagesangan, Mataram. With the hope that teachers can incorporate CT into the subjects being taught, so that students get used to solving problems through computational thinking, the survival of computational thinking, a problem can be resolved properly, effectively and optimally.
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Musaeus, Peter. "Computational Thinking - et TC på CT." Dansk Universitetspædagogisk Tidsskrift 17, no. 32 (June 12, 2022): 137–41. http://dx.doi.org/10.7146/dut.v17i32.131945.

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Herunder anmeldes: Bonderup Dohn, N., Mitchell, R. & Chongtay, R. (2021). Computational thinking: teoretiske, empiriske og didaktiske perspektiver. København: Samfundslitteratur. Der er før kommet udgivelser på dansk om computational thinking (CT), men nu er den første antologi udkommet. Desværre findes der ikke nogen god dansk oversættelse af betegnelsen CT, men ordret vil det sige at tænke via beregning. Beregning følger en model, og hvert trin i beregningen kan (men behøver ikke) være baseret på aritmetik. Og det handler om algoritmer. Ligesom at følge en madopskrift. Men madlavnings-eksempletl rammer desværre ikke helt plet. CT må i sin essens involvere computerteknologi. Et andet eksempel kunne derfor være at lære at programmere. Men CT går bredere og dybere end det. Computational thinking handler om at lære at løse (computationelle) problemer. Ifølge antologiens definition går CT på ”de kognitive processer, som er involveret i udviklingen af itartefakter og programmer til at leve i verden i dag” (s. 14). Det involverer ”algoritmisk tænkning, datamodellering, computervisualisering og programmering” (s. 14). Antologien kommer især med argumenter og eksempler på algoritmisk tænkning, mindre på programmering, og ikke på datamodellering og computervisualisering. Og definitionen, mener jeg, risikerer at vi mister af syne, at CT er et epistemologisk projekt, der gerne skulle hjælpe eleven (subjektet) til at erkende verden, ikke udvikle it-programmer, men netop leve i verden. Det er ikke nogen nem bog at læse. Bogens målgruppe er ikke travle læsere, men "[F]forskere, undervisere og studerende i fag, der omhandler computational thinking, teknologiforståelse, informatik og digitale kompetencer på universiteter, professionshøjskoler samt efter- og videreuddannelser”
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Lodi, Michael, and Simone Martini. "Computational Thinking, Between Papert and Wing." Science & Education 30, no. 4 (April 28, 2021): 883–908. http://dx.doi.org/10.1007/s11191-021-00202-5.

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AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.
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Kite, Vance, Soonhye Park, and Eric Wiebe. "The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research." SAGE Open 11, no. 2 (April 2021): 215824402110164. http://dx.doi.org/10.1177/21582440211016418.

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Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings, we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.
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Pollak, Michael, and Martin Ebner. "The Missing Link to Computational Thinking." Future Internet 11, no. 12 (December 16, 2019): 263. http://dx.doi.org/10.3390/fi11120263.

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After a lengthy debate within the scientific community about what constitutes the problem solving approach of computational thinking (CT), the focus shifted to enable the integration of CT within compulsory education. This publication strives to focus the discussion and enable future research in an educational setting with a strong focus on the Austrian circumstances and the goal to allow wide international adoption later on. Methodically, a literature review was conducted to gain knowledge about the current strands of research and a meta study to show the diversity of proposed and materialized studies. Three main questions were answered, establishing that CT as an idea is rooted in scientific literature dating back to the 1980s and grew in popularity after Wing introduced the concept to a broader audience. A number of authors contributed to the current state of the field, with the most cited review coming from Grover and Pea. The challenge to integrate CT in curricula around the world was met by many experiments and case studies but without a conclusive framework as of yet. Ultimately, this paper determines that expert integration is a blank spot in the literature and aims to create a strong, inclusive path to CT education by inviting practitioners.
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KILIÇ, Servet. "Tendencies towards Computational Thinking: A Content Analysis Study." Participatory Educational Research 9, no. 5 (September 1, 2022): 288–304. http://dx.doi.org/10.17275/per.22.115.9.5.

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In this research, we analyzed the content of a practice-based research published in SSCI, ESCI and ERIC indexed journals related to Computational Thinking (CT) between 2019 and 2021. For this purpose, we searched Science Direct, Google Scholar and Web of Science databases and examined 97 papers. We evaluated the papers under the headings of development approaches, learning tools, sub-skills, research groups, measurement tools, and prominent findings. According to the results, while for programming, robotics, Science, Technology, Engineering and Mathematics (STEM), development courses and computer science unplugged approaches were adopted in the development of CT, CT was mostly associated with the field of computer science. Programming and robotics software such as Scratch, Lego Mindstorms, M-Bot, Arduino and Bee-Bot are tools with a block-based coding interface. While there was no consensus on the scope and measurement of CT, CT was generally studied within the framework of abstraction, decomposition, algorithmic thinking, and debugging sub-skills. CT developments were measured through scales and tests consisting mostly of multiple-choice and open-ended questions. The research focused on primary and secondary school students while it was limited on preschool level. In addition, studies stating that gender is an effective factor in the development of CT in different age groups are in the majority. Whilst trying to integrate CT into courses in schools, the number of development courses for pre-service and in-service teachers is increasing. Within the framework of the results obtained from the research, the differences in the scope, development, measurement, and evaluation of CT are discussed.
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Subramaniam, Shivaraj, Siti Mistima Maat, and Muhammad Sofwan Mahmud. "Computational thinking in mathematics education: A systematic review." Cypriot Journal of Educational Sciences 17, no. 6 (June 30, 2022): 2029–44. http://dx.doi.org/10.18844/cjes.v17i6.7494.

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As a research area, computational thinking (CT) has gotten increased attention in mathematics education in the last decade. A study identifying patterns in CT research would be essential in understanding the technique for developing CT in mathematics and guiding future research attempts. As a result, the goal of this systematic literature review is to look at the learning methods promoting CT in mathematics lessons. The Preferred Reporting Items for Systematic Review and Meta-Analyses standards were utilised to guarantee that this study was done systematically. The result shows that even though there are various types of learning tools that are most commonly used, the coding programming tool and robotic activities tool are the most user-friendly methods for encouraging CT in mathematics education. This literature review is intended to provide educators with a better understanding of learning tools in order to enhance CT, which may help transform education into something more creative and meaningful. Keywords: Computational thinking; education; learning tools; mathematics; systematic review
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Pérez, Arnulfo. "A Framework for Computational Thinking Dispositions in Mathematics Education." Journal for Research in Mathematics Education 49, no. 4 (July 2018): 424–61. http://dx.doi.org/10.5951/jresematheduc.49.4.0424.

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This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions—tolerance for ambiguity, persistence, and collaboration—and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices useful in computer science, helps students understand mathematical concepts as outward oriented. The article conceptualizes the characteristics of CT dispositions through a review of relevant literature and examples from a study that explored secondary mathematics teachers' engagement with CT. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections.
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Book chapters on the topic "Computational thinking (CT)"

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Wu, Lei, Alan Yang, Anton Dubrovskiy, Han He, Hua Yan, Xiaokun Yang, Xiao Qin, et al. "Advancing AI-aided Computational Thinking in STEM (Science, Technology, Engineering & Math) Education ( $$ \mathbf{\mathit{A}}\mathit{ct} $$ -STEM)." In Transactions on Computational Science and Computational Intelligence, 787–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70296-0_57.

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Wu, Lei, Alan Yang, Anton Dubrovskiy, Han He, Hua Yan, Xiaokun Yang, Xiao Qin, et al. "Advancing AI-aided Computational Thinking in STEM (Science, Technology, Engineering & Math) Education ( $$ \mathbf{\mathit{A}}\mathit{ct} $$ -STEM)." In Transactions on Computational Science and Computational Intelligence, 787–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70296-0_57.

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Zaman, Halimah Badioze, Azlina Ahmad, Aliimran Nordin, Hamidah Yamat@Ahmad, A. Aliza, M. C. Ang, N. Azwan Shaiza, et al. "Computational Thinking (CT) Problem Solving Orientation Based on Logic-Decomposition-Abstraction (LDA) by Rural Elementary School Children Using Visual-Based Presentations." In Advances in Visual Informatics, 713–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34032-2_64.

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Jacques, Lorraine A., and Heather Howle. "Computational Thinking." In Advances in Early Childhood and K-12 Education, 79–96. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5585-2.ch005.

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When integrating computational thinking (CT) skills with science education lessons, we thought that the engineering design process (EDP) would connect CT with the science content. The EDP has been included in science teacher training because it helps structure the engineering practices of the Next Generation Science Standards (NGSS) as well as provide a framework for project-based learning, a highly recommended instructional approach for full realization of NGSS. However, many teachers are still having difficulties with both PBL and the EDP. By mapping CT skills to steps in the EDP, each step better reflects how engineering truly occurs, which in turn better reflects authentic PBL in science and provides an easier-to-manage focus for PBL planning.
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Poulakis, Emmanouil, and Panagiotis Politis. "Teaching Computational Thinking Unplugged." In Advances in Early Childhood and K-12 Education, 200–236. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4576-8.ch009.

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This chapter focuses on the “unplugged” approach for teaching computational thinking (CT), that is, teaching without the use of computers or digital equipment. After a short discussion of the different definitions of CT, the chapter presents the most well-known tools and methodologies of unplugged philosophy, with a connection to CT concepts. The chapter also summarizes the main advantages of the unplugged approach to CT education and furthermore, the most important design principles of unplugged, kinaesthetic activities. A separate section is dedicated to blended approaches of plugged and unplugged activities and the evaluation of unplugged approaches. While more large-scale implementations are still required to fully evaluate the benefits of unplugged approaches to CT education, existing studies report positive findings, especially in relation to the use of unplugged approaches for CT education. The majority of these resources are available for use by educators free of charge on the internet, which makes them very useful as a CT teaching approach.
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Rambally, Gerard. "The Synergism of Mathematical Thinking and Computational Thinking." In Cases on Technology Integration in Mathematics Education, 416–37. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6497-5.ch021.

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This chapter analyzes the nature of Computational Thinking (CT) and demonstrates the synergistic relationship between CT and Mathematical Thinking (MT). It cites commonly used definitions of CT and MT and discusses shared problem-solving techniques. The chapter discusses the roles mathematics plays in CT, including how specific mathematical topics interact with specific computing topics, and how mathematical reasoning complements computational reasoning. It explores some principles and practices of CT and performs an analysis of these principles and practices couched in their synergistic relationships to MT. The chapter also discusses a theory of learning for both MT and CT, the application of which suggests directions for pedagogy to enhance the learning of MT and CT concepts.
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Theofanellis, Timoleon, Evagelia Voulgari, and Savvas Tsolakis. "Educational Robotics and Computational Thinking Development." In Advances in Early Childhood and K-12 Education, 310–38. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4576-8.ch012.

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Computational thinking (CT) is a problem-solving process that refers to characteristics such as de-composition, abstraction, pattern recognition, and algorithms. This chapter focuses on educational robotics and their use in developing CT. Firstly, the importance of CT is analyzed along with the way it is applied in the classroom. It goes on discussing the way the introduction of educational robotic systems in education affect CT and the importance of the do-it-yourself philosophy. It presents two widely used educational robotic systems follows, Arduino and Lego EV3, along with examples of their relationship with CT development. The chapter finishes with a comparison of the two systems regarding the easiness and difficulties of using them.
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Zhang, LeChen, and Jalal Nouri. "Assessing K-9 Teachers' Computational Thinking Skills." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 467–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch023.

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Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.
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Zhang, LeChen, and Jalal Nouri. "Assessing K-9 Teachers' Computational Thinking Skills." In Advances in Educational Technologies and Instructional Design, 124–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch008.

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Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.
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Czerkawski, Betul C. "A Research Agenda for Computational Thinking." In Advances in Early Childhood and K-12 Education, 65–77. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3200-2.ch004.

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It has been more than a decade since Jeanette Wing's (2006) influential article about computational thinking (CT) proposed CT to be a “fundamental skill for everyone” (p. 33) and that needs to be added to every child's knowledge and skill set like reading, writing and arithmetic. Wing suggested that CT is a universal skill, and not only for computer scientists. This call resonated with many educators leading to various initiatives by the International Society for Teacher in Education (ISTE) and Computer Science Teachers Association (CSTA) provided the groundwork to integrate CT into the K-12 curriculum. While CT is not a new concept and has been taught in computer science departments for decades, Wing's call created a shift towards educational computing and the need for integrating it into curriculum for all. Since 2006, many scholars have conducted empirical or qualitative research to study the what, how and why of CT. This chapter reviews the most current literature and identifies general research patterns, themes and directions for the future. The purpose of the chapter is to emphasize future research needs by cumulatively looking at what has been done to date in computational thinking research. Consequently, the conclusion and discussion section of the paper presents a research agenda for future.
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Conference papers on the topic "Computational thinking (CT)"

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Curzon, Paul, Joan Peckham, Harriet Taylor, Amber Settle, and Eric Roberts. "Computational thinking (CT)." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562941.

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Lim, HC. "Computational Thinking (CT) and Rebel game Design: CT in health games." In 2017 IEEE 5th International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2017. http://dx.doi.org/10.1109/segah.2017.7939263.

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Vinayakumar, R., KP Soman, and Pradeep Menon. "CT-Blocks: Learning Computational Thinking by Snapping Blocks." In 2018 9th International Conference on Computing, Communication and Networking Technologies (ICCCNT). IEEE, 2018. http://dx.doi.org/10.1109/icccnt.2018.8493669.

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Lee, Chien-Sing, and Bo Jiang. "Assessment of Computational Thinking (CT) in Scratch Fractal Projects: Towards CT-HCI Scaffolds for Analogical-fractal Thinking." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007755401920199.

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Oliveira, Eduardo, and Roberto Bittencourt. "Teaching Computational Thinking to K-12 Educators through Distance Learning." In XXVII Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/wei.2019.6617.

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This paper reports an experience of teaching Computational Thinking (CT) to K-12 educators through an online Scratch programming short course. The meeting of CT and modern technologies is extending the use of coding in K-12 education. An essential requisite for this to prosper is the teacher prepa- ration. However, most current teacher training programs fail to supply with pedagogical knowledge for educators to teach CT. Thus, it is critical to present CT to K-12 teachers, providing proper conditions to learn and use its concepts. In this context, this work aimed to design and implement an online Scratch programming course for K-12 educators. Results suggested that using Scratch to teach CT for K-12 educators is adequate, and analyzing educators context when presenting tutorial Scratch projects is relevant.
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De Jong, Imke, and Johan Jeuring. "Developing a Self-efficacy Scale for Computational Thinking (CT-SES)." In Koli 2022: 22nd Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3564721.3565954.

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Laisa, Jéssica, and Eduardo Henrique. "Computational Thinking Game Design Based on the Bebras Challenge: A Controlled Experiment." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/wei.2022.223310.

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The use of games is a promising approach to engage students and to teach computational few educational games are related to this topic. One reason for that is the difficult to create CT Game Designs. In this context, this work has the objective of verifying if interesting computational thinking games can be created from the analysis of Bebras Challenge tasks, an international initiative that presents a set of attractive and well-elaborated tasks to exercise and evaluate computational thinking (CT) abilities. A controlled experiment was performed and the achieved results indicate that Bebras tasks are a good source of inspiration for designing CT games. Hence, their use can support the creation of new CT games, ensuring a balanced level of educational and entertainment aspects.
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Pontual Falcão, Taciana. "Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?" In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp.2021.14505.

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Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.
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9

Yang, Dazhi. "Assessing Computational Thinking in a Project-Based STEM+CT Learning Environment." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431349.

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Tran, Yune. "CT in ES, "Oh My": Developing Computational Thinking in Elementary Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436249.

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Reports on the topic "Computational thinking (CT)"

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Defining Computational Thinking for a District: Inclusive Computing Pathways in Indian Prairie School District. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/131.

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This district overview highlights the work Indian Prairie School District (IPSD) did over the course of three years to plan, build, and implement computing pathways. IPSD is a suburban school district serving 28,000 students in the Naperville, Aurora, Bolingbrook, and Plainfield communities outside of Chicago. As a member of Digital Promise’s League of Innovative Schools, IPSD applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools (CT Pathways) project to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. Specifically, IPSD set an equity goal of focusing on a cluster of 5 Title I elementary schools within the district; IPSD sought to increase computing opportunities within these schools to ensure that computing was not only occurring in specific schools or parts of the district but rather reaching all students in the district.
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