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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Witherspoon, Eben B., and Christian D. Schunn. "Teachers’ goals predict computational thinking gains in robotics." Information and Learning Sciences 120, no. 5/6 (May 13, 2019): 308–26. http://dx.doi.org/10.1108/ils-05-2018-0035.
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Purpose Computational thinking (CT) is widely considered to be an important component of teaching generalizable computer science skills to all students in a range of learning environments, including robotics. However, despite advances in the design of robotics curricula that can teach CT, actual enactment in classrooms may often fail to reach this target. This study aims to understand whether the various instructional goals teachers’ hold when using these curricula may offer one potential explanation for disparities in outcomes. Design/methodology/approach In this study, the authors examine results from N = 206 middle-school students’ pre- and post-tests of CT, attitudinal surveys and surveys of their teacher’s instructional goals to determine if student attitudes and learning gains in CT are related to the instructional goals their teachers endorsed while implementing a shared robotics programming curriculum. Findings The findings provide evidence that despite using the same curriculum, students showed differential learning gains on the CT assessment when in classrooms with teachers who rated CT as a more important instructional goal; these effects were particularly strong for women. Students in classroom with teachers who rated CT more highly also showed greater maintenance of positive attitudes toward programming. Originality/value While there is a growing body of literature regarding curricular interventions that provide CT learning opportunities, this study provides a critical insight into the role that teachers may play as a potential support or barrier to the success of these curricula. Implications for the design of professional development and teacher educative materials that attend to teachers’ instructional goals are discussed.
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Kakavas, Panagiotis, and Francesco C. Ugolini. "Computational thinking in primary education: a systematic literature review." Research on Education and Media 11, no. 2 (December 1, 2019): 64–94. http://dx.doi.org/10.2478/rem-2019-0023.
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Abstract This study presents a 13-year (2006–2018) systematic literature review related to the way that computational thinking (CT) has grown in elementary level education students (K-6) with the intention to: (a) present an overview of the educational context/setting where CT has been implemented, (b) identify the learning context that CT is used in education, (c) highlight the ways of assessment/measurement of CT and present the learning outcomes for students who engage in CT educational activities. A set of criteria were specified to select appropriate studies for inclusion in the review. A thorough search in ten large electronic databases, meeting the inclusion criteria, revealed 53 studies on CT in primary education. The results of the study revealed a variety of educational and learning contexts that CT has been integrated. The majority of studies use the framework of programming for both plugged and unplugged activities in order to cultivate students’ CT-skills, while the main interest focuses on the subject of Computer Science and STEM field in general. However, teaching and learning issues on CT-concepts and skills, CT-measurement and the adoption of an established definition of CT remain a challenge. Based on the current findings, some recommendations and implications for future research are provided.
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Supatmiwati, Diah, Wiya Suktiningsih, Anthony Anggrawan, and Katarina Katarina. "Sosialisasi Computational Thinking Mata Pelajaran Bahasa Inggris untuk Guru-Guru MI dan MTs Wilayah Lombok Tengah." ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat 2, no. 1 (July 27, 2021): 73–84. http://dx.doi.org/10.30812/adma.v2i1.1257.
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Computational thinking (CT) or in Indonesian called computational thinking is a method to train thinking skills in solving problems with reasoning and analysis, initially computational thinking is always related to computers. In fact, computational computing does not teach how to use computers or things that are always related to but the thought processes used to support problem science in all disciplines, mathematics, science, social studies, and languages, in this case the socialization of CT in learning English and Indonesian. Computational thinking can teach from an early age, starting from the elementary school level (SD) or the equivalent (MI) by making questions in English and Indonesian subjects by providing examples of simple problem solving found in basic language lessons. Through this community service, you can socialize CT to MI and MTs secondary school teachers in Central Lombok, the content is so that teachers can enter or enter CT into the subject they are taught, so that students are familiar with problems solving problems by means of computational thinking , the sustainable survival of computational thinking, a problem can be resolved properly, quickly and optimally.
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Annamalai, Subashini, Azizah Che Omar, and Sobihatun Nur Abdul Salam. "REVIEW OF COMPUTATIONAL THINKING MODELS IN VARIOUS LEARNING FIELDS." International Journal of Education, Psychology and Counseling 7, no. 48 (December 31, 2022): 562–74. http://dx.doi.org/10.35631/ijepc.748042.
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CT has recently sparked a lot of research in a variety of disciplines. Many researchers have attempted to define CT and published articles on the subject and its model. The developed models show a dependency of dimensions. As a result, a review of 14 computational thinking models has been completed for this article. The goal is to combine the many elements and therefore contribute to a common understanding of words. The authors identified the most often used terms in CT definitions and scope, culminating it in the CT dimensions category. The results of this study may be beneficial not only in the investigation of CT research subjects and the identification of CT in the literature but also in present and future attempts to apply CT in diverse settings and aims.
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Menon, Divya, Margarida Romero, and Thierry Viéville. "Computational thinking development and assessment through tabletop escape games." International Journal of Serious Games 6, no. 4 (November 15, 2019): 3–18. http://dx.doi.org/10.17083/ijsg.v6i4.319.
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The development and assessment of computational thinking (CT) is garnering a lot of attention and research since the last decade. However, the learning of CT is perceived as a time-consuming and frustrating experience by many K-12 and university students. Hence, educators are coming up with various methodologies to make CT both accessible and engaging for learners, thus leading to a spurt in various game-based learning (GBL) approaches in this field, ranging from board games to educational robotic games. This paper strives to evaluate existing escape games aiming to develop CT based on their systematic analysis according to the CT competency components. The authors conducted an analytical review of three tabletop escape games in CT to identify CT components and subcomponents developed through these games. The use of tabletop escape games from a pedagogical perspective to develop CT among learners is discussed based on the results of the analysis to identify their current limits. This also covers the design aspects to be considered for the development of a CT-based educational escape game to support and evaluate this competency and its components.
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Hsu, Ting-Chia, Ching Chang, Lung-Hsiang Wong, and Guat Poh Aw. "Learning Performance of Different Genders’ Computational Thinking." Sustainability 14, no. 24 (December 9, 2022): 16514. http://dx.doi.org/10.3390/su142416514.
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While the role of computational thinking (CT) has been widely reported in technology applications and further integrated into interdisciplinary learning, the integration of pedagogy-supported interdisciplinary activities for the empowerment of girls’ learning must not solely emphasise CT problem-solving skills. Rather, it must scaffold them with interactive learning that supports their characteristics while catering to gender equality. In this study, a gender-balanced interdisciplinary activity, integrating CT with Mandarin learning (ML), was designed for an elementary school in the Mandarin as a Second Language learning context using Social Robots (SRs). It sought to verify the results of the proposed method along with focused activities and interaction in an SR-integrated activity on the CT abilities and target-language learning of young learners. A total of 46 Grade 5 students, 26 boys and 20 girls, participated in the experiment. The study used a quasi-experimental method by examining the result of pre- and post-tests on language acquisition, programming self-efficacy, the educational robot attitude, and learning perceptions in the activity. The results indicated that there were no gender differences in terms of ML, self-efficacy in programming, or attitudes toward using SRs in the SR-integrated interdisciplinary activities. However, the boys and girls had different perceptions of learning. Suggestions for conducting SR-integrated interdisciplinary learning are given, along with pedagogical implications for the further promotion of women in technology.
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Jawawi, Dayang Norhayati Abang, Nurul Nazihah Jamal, Shahliza Abdul Halim, Nor Azizah Sa'adon, Rosbi Mamat, Mohd Adham Isa, Radziah Mohamad, and Haza Nuzly Abdull Hamed. "Nurturing Secondary School Student Computational Thinking Through Educational Robotics." International Journal of Emerging Technologies in Learning (iJET) 17, no. 03 (February 18, 2022): 117–28. http://dx.doi.org/10.3991/ijet.v17i03.27311.
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Digital literacy is becoming a key factor in today’s digital revolution age. Computational Thinking (CT) is a new digital literacy that is gradually being introduced in the school curriculum due to its applicability in the daily problem-solving process. Educational Robotics (ER) has been increasingly used as a pedagogical tool to attract students to learn computer programming, and when integrated with CT, they can be used to develop high-order thinking skills. However, intertwining between CT and ER remains a challenge for teachers. This paper describes a method to expose secondary school children to CT concepts and skills through ER learning activities. The method integrates the four CT core concepts, which are problem analysis and algorithm; abstraction; pattern recognition; and decomposition, in a two days’ ER workshop implementation. The result of the study shows that the method of integrating CT with ER has the potential to nurture students’ CT and programming skills. This study shows a statistically significant increase in the students' understanding of the two CT concepts which are pattern recognition and decomposition concepts.
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Saidin, Noor Desiro, Fariza Khalid, Rohanilah Martin, Yogeswary Kuppusamy, and Nalini A/P Munusamy. "Benefits and Challenges of Applying Computational Thinking in Education." International Journal of Information and Education Technology 11, no. 5 (2021): 248–54. http://dx.doi.org/10.18178/ijiet.2021.11.5.1519.
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Computational thinking (CT) is one of the skills or processes needed in computer science. However, these skills can also be integrated into any field in education. The objective of this literature review is to study the benefits and challenges of computational thinking (CT) in education. This literature review is analyses 55 references obtained from various sources, based on predefined keywords. The references were then analysed using NVivo software to code them according to several main points. Based on the literature review, there are many benefits of computational thinking in education, including increasing critical and analytical thinking among students, cultivating CT skills in STEM education among students, improving pedagogy and curriculum, and fostering CT skills through game-based learning (GBL). However, there are some challenges facing the implementation of computational thinking in the field of education. These include teachers’ understanding of computational CT, lack of confidence, lack of the skills required to implement CT, and students’ acceptance of CT. In order to overcome these challenges, there are two important aspects to consider: ensuring teachers’ level of knowledge and level of readiness about CT is high. It is hoped that this literature review will be able to provide educators with an understanding of the extent to which CT is able to shape education to be more creative and meaningful.
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Khasyyatillah, Isra, and Kamisah Osman. "The Development of CT-S Learning Module on The Linear Motion Topic to Promote Computational Thinking Thinking." Journal of Educational Sciences 3, no. 3 (November 7, 2019): 270. http://dx.doi.org/10.31258/jes.3.3.p.270-280.
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Computational Thinking (CT) is the main skill of the 21st century that is increasingly attracting more researchers to study how to implement CT in the learning and teaching process. Among the CT tools that can be used to develop CT is programming. Currently, availability and easily accessible programming tools have led researchers and educators to explore how to introduce CT in the context of learning and teaching in schools. Recognizing the importance of implementing CT in the classroom, this study aims to develop the CT-S (Computational Thinking and Scratch) module for the Linear Motion topic. The type of this study is research and development research to develop modules based on the ADDIE model to produce the CT-S module with validity and reliability. Data were analyzed using descriptive statistical analysis. The result showed that the CT-S module was valid. It is eligible to be used as the instructional material of Physics. This study implies that computational thinking skills can be integrated with other subjects besides computer science like physics. Therefore, teachers can design lessons that are relevant to the context and students' characteristics.
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Peel, Amanda, Troy D. Sadler, and Patricia Friedrichsen. "Using Unplugged Computational Thinking to Scaffold Natural Selection Learning." American Biology Teacher 83, no. 2 (February 1, 2021): 112–17. http://dx.doi.org/10.1525/abt.2021.83.2.112.
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Computational thinking (CT) is a thought process composed of computer science ideas and skills that can be applied to solve problems and better understand the world around us. With the increase in technology and computing, STEM disciplines are becoming interwoven with computing. In order to better prepare students for STEM careers, computational literacy needs to be developed in K–12 education. We advocate the introduction of computational literacy through the incorporation of CT in core science courses, such as biology. Additionally, at least some of this integration should be unplugged, or without computers, so that all schools can participate in developing computational literacy. These lessons integrate unplugged CT and science content to help students develop CT competencies and learn natural selection content simultaneously through a series of lessons in which unplugged CT is leveraged for natural selection learning within varying contexts. In these lessons, students engage in the creation of handwritten algorithmic explanations of natural selection. Students build CT skills while making sense of the process, resulting in converged learning about CT and science. This article presents a description of CT, the specifics of the classroom implementation and lessons, student work and outcomes, and conclusions drawn from this work.
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Fernández, Jacqueline M., Mariela E. Zúñiga, María V. Rosas, and Roberto A. Guerrero. "Experiences in Learning Problem-Solving through Computational Thinking." Journal of Computer Science and Technology 18, no. 02 (October 9, 2018): e15. http://dx.doi.org/10.24215/16666038.18.e15.
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Computational Thinking (CT) represents a possible alternative for improving students’ academic performance in higher level degree related to Science, Technology, Engineering and Mathematics (STEM). This work describes two different experimental proposals with the aim of introducing computational thinking to the problem solving issue. The first one was an introductory course in the Faculty of Physical, Mathematical and Natural Sciences (FCFMyN) in 2017, for students enrolled in computer science related careers. The other experience was a first attempt to introduce CT to students and teachers belonging to not computer related faculties at the National University of San Luis (UNSL). Both initiatives use CT as a mean of improving the problem solving process based on the four following elementary concepts: Decomposition, Abstraction, Recognition of patterns and Algorithm. The results of the experiences indicate the relevance of including CT in the learning problem solving issue in different fields. The experiences also conclude that a mandatory CT related course is necessary for those careers having computational problems solving and/or programming related subjects during the first year of their curricula. Part of this work was presented at the XXIII Argentine Congress of Computer Science (CACIC).
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Jamal, Nurul Nazihah, Dayang Norhayati Abang Jawawi, Rohayanti Hassan, and Rosbi Mamat. "Conceptual Model of Learning Computational Thinking Through Educational Robotic." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (August 11, 2021): 91. http://dx.doi.org/10.3991/ijet.v16i15.24257.
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Computational thinking (CT) is useful in the daily problem-solving process while educational robotic (ER) is well known as a pedagogical tool in attracting students to learn more in problem-solving activities. Both subjects are widely used for formal learning and informal learning regardless of the age and gender of the learners. However, there is a lack of studies in integrating CT into ER and both have big dimensions in learning and teaching. Thus, nurturing CT through ER remains a challenge. This study focuses on designing a conceptual model of the integration between CT and ER. Qualitative analysis is done for this research where grounded theory analysis (GTA) is used to analyze CT and ER from various sources such as literature, book, and survey to make the model more relevant and fit to the education. The finding represents a final conceptual model which has been evaluated by the expert. The final conceptual model detailed the relationship between CT and ER besides giving benefits to the community who are planning, designing, or re-vising a new framework or platform in nurturing CT through ER.
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Law, Kai En, Mageswary Karpudewan, and Rozniza Zaharudin. "Computational Thinking in STEM Education among Matriculation Science Students." Asia Pacific Journal of Educators and Education 36, no. 1 (August 25, 2021): 177–94. http://dx.doi.org/10.21315/apjee2020.36.1.10.
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In the advent of the rapid technological advancement of The Fourth Industrial Revolution (4IR), computational thinking is recognised as an essential skill in the 21st century across all disciplines, especially in STEM, as it trains students to have the cognitive flexibility to deal with complex problem-solving. Computational thinking (CT) is naturally embedded in STEM practices in the reflection of creativity, algorithmic thinking, critical thinking, problem solving and cooperation skills. This study aimed to measure the level of computational thinking in science matriculation students and examine the effect of gender and academic achievement in STEM on CT. The convenient sampling strategy was used to identify one matriculation college in the northern region of Malaysia to participate in the study. (CTS) instrument was employed on 153 science students. Descriptive analysis was used to evaluate the level of CT. One-way multivariate analysis of variance (MANOVA) was performed to analyse the main effect of academic achievement in STEM on CT, followed by univariate analysis of variance (ANOVA) to determine the effect on each of the dimensions of CT. The result indicates that students have a medium high level of CT with an overall mean of 3.51. In addition, the findings showed that there was a statistically significant effect of academic achievement in STEM on CT. The mean score for academic achievement revealed that good students scored the highest, followed by average students and weak students in all dimensions of CT except for cooperation. This study will provide insight into the impact of STEM learning outcomes on the development of CT to inform instructional design.
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Rottenhofer, Marina, Barbara Sabitzer, and Thomas Rankin. "Developing Computational Thinking Skills Through Modeling in Language Lessons." Open Education Studies 3, no. 1 (January 1, 2021): 17–25. http://dx.doi.org/10.1515/edu-2020-0138.
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Abstract Technology is rapidly changing the world around us and thus, there is a need to adjust education by teaching children skills that are required in the fast-paced digital life. One problem-solving skillset, which has gained considerable attention in the last couple of years, is computational thinking (CT). Up to now, many countries have already implemented CT as an integral part of their education curricula, however, there is still often the misconception that teaching CT requires high technical effort and profound knowledge of computer science. Whereas CT is useful in any subject, it is not necessarily linked to technology and helps children to tackle problems by applying skills that are used in computer science. One effective hands-on approach to foster CT in every subject is modeling. A model is a simplified and reduced version of the real world and modeling is the process of creating it. In this paper, the authors focus on fostering CT skills with models from the field of computer science (CS) in foreign language teaching. The authors present several CS models, that have proven to be useful in language teaching, demonstrate how this approach can foster CT skills and give an insight into their research.
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Wimar Budyastomo, Avin. "Analisis Kepuasan Implementasi Computational Thinking Sebagai Metode Pembelajaran Guru Madrasah." Decode: Jurnal Pendidikan Teknologi Informasi 2, no. 1 (March 31, 2022): 15–26. http://dx.doi.org/10.51454/decode.v2i1.36.
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Pendidikan di Indonesia sudah mengalami perkembangan dan kemajuan yang sangat pesat. Ini terbukti banyaknya prestasi yang diukir anak bangsa di rancah nasional maupun internasional. Selanjutnya untuk terus meningkatkan prestasi belajar, maka perlu adanya perubahan metode dalam pembelajarannya, yakni dari LOTS (Low Order Thingking Skills) ke HOTS (High Order Thingking Skills) dengan menggunakan CT (Computational Thinking). Tujuan utama dalam penelitian ini adalah untuk mengetahui tentang tingkat kepuasan dan kepahaman guru-guru madrasah di Kabupaten Boyolali tentang CT. Selanjutnya alasan dilakukan penelitian ini adalah ingin meningkatkan kemampuan guru-guru madrasah di Kabupaten Boyolali menggunakan metode CT dalam pembelajarannya. Jenis penelitian ini adalah kualitatif deskriptif dengan menggunakan metode studi lapangan. Hasil yang didapatkan dalam penelitian ini adalah: (1) paham dan mengerti tentang CT sebesar 80%; (2) Mengetahui 4 kompetensi abad 21 sebesar 89%; (3) mendapatkan informasi tentang CT dari internet sebesar 31%; (4) CT penting diterapkan di Madrasah sebesar 41%; (5) pengusaan CT dalam pembelajaran sebesar 56%, (6) pentingnya CT kepada anak sejak usia dini sebesar 62%; (7) penerapan CT kedalam kurikulum pembelajaran 41%; (8) perlu adanya pelatihan CT lebih lanjut sebesar 98%; (9) tingkat kepuasan guru-guru dalam CT sebesar 97%, dan 10). CT di madrasah belum diterapkan di kegiatan belajar dan mengajar sebesar 84%.
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Maulina, Hervin, Abdurrahman Abdurrahman, and Ismu Sukamto. "How to Bring Computational Thinking Approach to The Non-Computer Science Student’s Class???" Jurnal Pembelajaran Fisika 9, no. 1 (June 30, 2019): 101–12. http://dx.doi.org/10.23960/jpf.v9.n1.202109.
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Computational Thinking (CT) skill is the ability to solve problems with computer thinking. In addition, CT can be seen as a structured and systematic approach that can be implemented in learning. This study aims to bring the computational thinking approach to the non-computer science student’s class and involved 35 undergraduate students of physics education in the computational physics course. The research method used was the mixed method sequential explanatory design (Creswell & Plano Clark, 2011), with the following design. Broadly speaking, the flow of the mixed method research method with an explanatory sequential design in this study includes the collection of quantitative data obtained from student self-evaluation instruments related to the understanding of the CT approach stage. The results showed that the Computational Thinking (CT) approach can be applied to non-computer science students in online learning which includes 6 stages of implementation and 6 stages of implementation. Other results indicate that this method can be used in improving student CT skills. Keywords: Computational thinking, physics, problem solving
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Luo, Feiya, Maya Israel, and Brian Gane. "Elementary Computational Thinking Instruction and Assessment: A Learning Trajectory Perspective." ACM Transactions on Computing Education 22, no. 2 (June 30, 2022): 1–26. http://dx.doi.org/10.1145/3494579.
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There is little empirical research related to how elementary students develop computational thinking (CT) and how they apply CT in problem-solving. To address this gap in knowledge, this study made use of learning trajectories (LTs; hypothesized learning goals, progressions, and activities) in CT concept areas such as sequence, repetition, conditionals, and decomposition to better understand students’ CT. This study implemented eight math-CT integrated lessons aligned to U.S. national mathematics education standards and the LTs with third- and fourth-grade students. This basic interpretive qualitative study aimed at gaining a deeper understanding of elementary students’ CT by having students express and articulate their CT in cognitive interviews. Participants’ ( n = 22) CT articulation was examined using a priori codes translated verbatim from the learning goals in the LTs and was mapped to the learning goals in the LTs. Results revealed a range of students’ CT in problem-solving, such as using precise and complete problem-solving instructions, recognizing repeating patterns, and decomposing arithmetic problems. By collecting empirical data on how students expressed and articulated their CT, this study makes theoretical contributions by generating initial empirical evidence to support the hypothesized learning goals and progressions in the LTs. This article also discusses the implications for integrated CT instruction and assessments at the elementary level.
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Waterman, Kevin P., Lynn Goldsmith, and Marian Pasquale. "Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning." Journal of Science Education and Technology 29, no. 1 (November 22, 2019): 53–64. http://dx.doi.org/10.1007/s10956-019-09801-y.
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AbstractUsing an example of a grade 3 science unit about population changes during competition for resources, we describe how we integrated computational thinking (CT) into existing curriculum identifying three levels of depth of integration: identifying connections that already exist, enhancing and strengthening connections, and extending units to include activities that more explicitly develop students’ CT. We discuss students’ understanding of the relationship between a simple model of an ecosystem and the actual phenomenon it represents, their engagement with the unit’s data-gathering and data analysis activities, their ability to engage in sense-making regarding data they generated and analyzed, and how collectively the study supports their understanding of the complex system. This example module is part of “Broadening Participation of Elementary School Teachers and Students in Computer Science through STEM Integration and Statewide Collaboration,” a National Science Foundation-funded collaboration among Massachusetts teacher educators, researchers, teachers, and state-level education administrators that developed and implemented a number of elementary grade, CT-integrated science and mathematics curriculum modules. Collectively, these modules are designed to develop practices related to several key CT topics: abstraction, data, modeling and simulation, and algorithms. These CT topics support the development of core skills related to, but not exclusively the domain of, computer science. The strategy of integrating CT into core elementary STEM subject areas was intended to cultivate CT practices in support of science learning.
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Gadanidis, George. "Artificial intelligence, computational thinking, and mathematics education." International Journal of Information and Learning Technology 34, no. 2 (March 6, 2017): 133–39. http://dx.doi.org/10.1108/ijilt-09-2016-0048.
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Purpose The purpose of this paper is to examine the intersection of artificial intelligence (AI), computational thinking (CT), and mathematics education (ME) for young students (K-8). Specifically, it focuses on three key elements that are common to AI, CT and ME: agency, modeling of phenomena and abstracting concepts beyond specific instances. Design/methodology/approach The theoretical framework of this paper adopts a sociocultural perspective where knowledge is constructed in interactions with others (Vygotsky, 1978). Others also refers to the multiplicity of technologies that surround us, including both the digital artefacts of our new media world, and the human methods and specialized processes acting in the world. Technology is not simply a tool for human intention. It is an actor in the cognitive ecology of immersive humans-with-technology environments (Levy, 1993, 1998) that supports but also disrupts and reorganizes human thinking (Borba and Villarreal, 2005). Findings There is fruitful overlap between AI, CT and ME that is of value to consider in mathematics education. Originality/value Seeing ME through the lenses of other disciplines and recognizing that there is a significant overlap of key elements reinforces the importance of agency, modeling and abstraction in ME and provides new contexts and tools for incorporating them in classroom practice.
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He, Zhenzhen, Xuemei Wu, Qiyun Wang, and Changqin Huang. "Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection." Sustainability 13, no. 20 (October 11, 2021): 11192. http://dx.doi.org/10.3390/su132011192.
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As computer science has become a vital power in facilitating the rapid and sustainable development of various fields, equipping everyone with computational thinking (CT) has been recognized as one of the core pillars supporting the sustainable development of individuals and our digital world. However, it remains challenging for secondary school students to assimilate CT. Recently, critical reflection has been proposed as a useful metacognitive strategy for regulating students’ thinking to solve current and future problems. In this study, a quasi-experiment was conducted to investigate the role of critical reflection in advancing eighth-grade students’ CT. The participants were 95 eighth-grade students, comprising an experimental group (n = 49) and a control group (n = 46). The students’ CT was evaluated based on their learning performance in computational concepts, computational practices, and computational perspectives. The results showed that critical reflection, compared with traditional instruction from teachers, could significantly advance eighth-grade students’ CT. Interestingly, the two groups showed significantly different learning performance in computational practices during the learning process. Furthermore, interaction with peers and instructors played an essential role in helping students engage as active agents in critical reflection. The results of this study emphasize the need to develop students’ CT by practicing critical reflection in eighth-grade education.
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Azmi, Rizal Dian, and Siti Khoiruli Ummah. "IMPLEMENTASI PROJECT BASED LEARNING UNTUK MENGEKSPLORASI KEMAMPUAN COMPUTATIONAL THINKING MAHASISWA." Jurnal Ilmiah Pendidikan Matematika Al Qalasadi 5, no. 1 (July 16, 2021): 52–61. http://dx.doi.org/10.32505/qalasadi.v5i1.2761.
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Computational Thinking (CT) or Computational Thinking is indispensable in mathematics. Programming Language courses are expected to facilitate and develop students' CT skills. The Project Base Learning (PjBL) learning model is used to see students' CT abilities. The project carried out in this PjBL learning is the making of learning media using Matlab. The media produced by the students has met the aspects of fluency in use, script accuracy, and flowchart logic. Students' CT abilities are in good category from the aspects of abstraction, logarithmic thinking, debugging / evaluation, and generalization because they have met the percentage of achievement of 82%.
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Moon, Hyunchang, Jongpil Cheon, and Kyungbin Kwon. "Difficult Concepts and Practices of Computational Thinking Using Block-based Programming." International Journal of Computer Science Education in Schools 5, no. 3 (May 2, 2022): 3–16. http://dx.doi.org/10.21585/ijcses.v5i3.129.
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To help novice learners overcome the obstacles of learning computational thinking (CT) through programming, it is vital to identify difficult CT components. This study aimed to determine the computational concepts and practices that learners may have difficulties acquiring and discuss how programming instructions should be designed to facilitate learning CT in online learning environments. Participants included 92 undergraduate students enrolled in an online course. Data were collected from a CT knowledge test and coding journals. Results revealed that four computational concepts (i.e., parallelism, conditionals, data, and operators) and two computational practices (i.e., testing and debugging and abstracting and modularizing) were identified as CT components that were difficult to learn. The findings of this study imply that CT instructions should offer additional instructional supports to enhance the mastery of difficult computational concepts and practices. Further research is necessary to investigate instructional approaches to successful CT learning.
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Sondakh, S.Kom, M.T, Ph.D, Debby Erce, Stenly Richard Pungus, and Edson Yahuda Putra. "Indonesian Undergraduate Students’ Perception of Their Computational Thinking Ability." CogITo Smart Journal 8, no. 1 (June 19, 2022): 68–80. http://dx.doi.org/10.31154/cogito.v8i1.387.68-80.
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Become skilled at CT is indispensable for undergraduate students, as the proficiency in information technologies and complex problem solving increase in important in digital workplaces. This study measured Indonesian undergraduate students' self-perception of their CT ability in order to establish CT profile based on gender, majors of specialization, and university location. Study participant comprises of 527 final-year undergraduate students from three universities in Indonesia, using the Hi-ACT instrument. To examine whether statistically significant differences existed, independent sample t-test was used. The findings regarding the profile of Indonesian undergraduates’ CT skill show, the students attained a moderately high CT level. In particular, statistically significant differences existed in Problem Solving and Communication between male and female students, wherein male students means were higher. Regarding majors of specialization, significant differences between STEM and non-STEM students were found in Algorithmic Thinking, Decomposition, Evaluation, Generalization, and Communication, in favor of STEM students. As for university location, significant differences were found in Algorithmic Thinking, Debugging, Teamwork, and Communication, in which suburban students performed better.
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Jong, Morris Siu-Yung, Jie Geng, Ching Sing Chai, and Pei-Yi Lin. "Development and Predictive Validity of the Computational Thinking Disposition Questionnaire." Sustainability 12, no. 11 (May 31, 2020): 4459. http://dx.doi.org/10.3390/su12114459.
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Providing humans with quality education is regarded as one of the core pillars supporting the sustainable development of the world. The idea of computational thinking (CT) brings an innovative inspiration for people to adapt to our intelligent, changing society. It has been globally viewed as crucial that 21st-century learners should acquire the necessary skills to solve real-world problems effectively and efficiently. Recent studies have revealed that the nurture of CT should not only focus on thinking skills, but also on dispositions. Fostering students’ CT dispositions requires the cultivation of their confidence and persistence in dealing with complex problems. However, most of the existing measurement methods related to CT pivot on gauging thinking skills rather than dispositions. The framework of the CT disposition measurement model proposed in this paper was developed based on three theoretical features of thinking dispositions: Inclination, capability, and sensitivity. A two-phase analysis was conducted in this study. With the participation of 640 Grade 5 students in Hong Kong, a three-dimensional construct of the measurement model was extracted via exploratory factor analysis (16 items). The measurement model was further validated with another group of 904 Grade 5 students by confirmative factor analysis and structural equation modeling. The results align with the theoretical foundation of thinking dispositions. In addition, a CT knowledge test was introduced to explore the influences between students’ CT dispositions and their CT knowledge understanding.
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Lyon, Joseph A., Alejandra J. Magana, and Ruth A. Streveler. "Characterizing Computational Thinking in the Context of Model-Planning Activities." Modelling 3, no. 3 (August 2, 2022): 344–58. http://dx.doi.org/10.3390/modelling3030022.
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Computational thinking (CT) is a critical skill needed for STEM professionals and educational interventions that emphasize CT are needed. In engineering, one potential pedagogical tool to build CT is modeling, an essential skill for engineering students where they apply their scientific knowledge to real-world problems involving planning, building, evaluating, and reflecting on created systems to simulate the real world. However, in-depth studies of how modeling is done in the class in relation to CT are limited. We used a case study methodology to evaluate a model-planning activity in a final-year undergraduate engineering classroom to elicit CT practices in students as they planned their modeling approach. Thematic analysis was used on student artifacts to triangulate and identify diverse ways that students used CT practices. We find that model-planning activities are useful for students to practice many aspects of CT, such as abstraction, algorithmic thinking, and generalization. We report implications for instructors wanting to implement model-planning activities into their classrooms.
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Karalar, Halit, and Muhammet Mustafa Alpaslan. "Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills." International Journal of Computer Science Education in Schools 5, no. 1 (September 18, 2021): 35–47. http://dx.doi.org/10.21585/ijcses.v5i1.126.
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The aim of this study was to examine the domain-general CT skills of 8th grade students in Turkey. In the study, first, the domain-general CT scale was adapted to Turkish and then, the CT skills of the students were examined. This survey research was conducted with the 284 eighth grade students. The data were analyzed through confirmatory factor analysis, independent sample t-test and Pearson correlation test. The results of the validity and reliability tests showed that the domain-general CT scale was suitable for Turkish culture. T-test results showed no significant difference in the CT skills of the students according to gender, having a computer and internet access at home. A statistically significant difference in algorithm, evaluation, generalization, and general CT skills was found between students who learned programming and those who did not in favor of students learning programming. Correlational tests revealed that there was a positive and significant relationship between the programming experience of students who learn programming and their CT skills. As students' programming experience increased, their CT skills also increased. The results of the research were discussed, and recommendations for policy-makers and implementers were included.
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Peracaula-Bosch, Marta, Meritxell Estebanell-Minguell, Digna Couso, and Juan González-Martínez. "What do pre-service teachers know about computational thinking?" Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport 38, no. 1 (May 19, 2020): 75–86. http://dx.doi.org/10.51698/aloma.2020.38.1.75-86.
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In recent years, interest in Computational Thinking (CT), which is seen as a transversal competence that is necessary in the Knowledge Society, has spread to educational systems around the world. In this context, it has become necessary for training programmes for pre-service teachers to address this topic. In this article, we explore the knowledge, attitudes and expectations regarding CT held by pre-service teachers, prior to receiving training on this field. We use a descriptive analysis of both qualitative and quantitative data obtained via an ad hoc questionnaire, whereby 193 pre-service teachers at the University of Girona were asked about different aspects related to CT. The study shows that the majority of pre-service teachers cannot correctly identify most indicators associated to CT, and that most of them are unaware of the implications of the promotion of CT in terms of developed skills or areas of application. However, their expectations regarding their learning process with regard to this topic are positive. Therefore, it is necessary to more thoroughly define theoretical foundations of the concept in order to take steps to effectively include it in teacher training programmes.
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Li, Tingxuan, and Anne Traynor. "The Use of Cognitive Diagnostic Modeling in the Assessment of Computational Thinking." AERA Open 8 (January 2022): 233285842210812. http://dx.doi.org/10.1177/23328584221081256.
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Computational thinking (CT) is a set of cognitive skills that every child should acquire. K–12 classrooms are expected to provide students opportunities (tasks) to think computationally. We introduce a CT competency assessment for middle school students. The assessment design process started by establishing a cognitive model of CT domain mastery, in which three broad skill types were identified to represent CT competency. After multiple-choice item prototypes were written, pilot tested, and revised, 15 of them were finally selected to be administered to 564 students in two middle schools in the Midwestern United States. Using a cognitive diagnostic scoring model, mastery classifications for each student were determined that can be used diagnostically by teachers as a pretest and, perhaps in the future, to compare the outcomes of CT instructional programs. The results inform an initial understanding of typical learning progressions in CT at the middle school level.
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Özgür, Hasan. "Relationships between Computational Thinking Skills, Ways of Thinking and Demographic Variables: A Structural Equation Modeling." International Journal of Research in Education and Science 6, no. 2 (March 30, 2020): 299. http://dx.doi.org/10.46328/ijres.v6i2.862.
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The aim of this study is to determine the extent at which students' computational thinking (CT) skills are explained by certain variables. To this end, the existence of explanatory and predictive relationships between students’ CT skills and the variables in question has been examined and Structural Equation Model was employed for building a model in order to establish whether the variables predict students' CT skills or not. A correlational survey method was used in this research and the data collection tools of “Personal Information Form”, “Computational Thinking Skills Scale” and “Thinking Ways Scale” were administered to 405 students who were studying in 5th-12th grades in the 2018-2019 academic year in various schools in the Province of Edirne, Turkey. According to the research results, it was determined that CT skill was predicted by different ways of thinking; as well as other variables such as academic achievement in math, science and Information Technology (IT) courses, IT usage experience and level of education.
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Saari, Erni Marlina, and Gail Hopkins. "Computational thinking – Essential and pervasive toolset." Asian Journal Of Assessment In Teaching And Learning 10, no. 1 (April 2, 2020): 23–31. http://dx.doi.org/10.37134/ajatel.vol10.1.3.2020.
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Education 21st century is all about enfolding digital technology. The theme “Higher Education 4.0: Knowledge, Industry and Humanity”, mandated from Malaysia’s former Higher Education Minister Datuk Idris Jusoh. The minister identified that universities have to be trained to adapt and change the curriculum so that graduates are capable to fill in jobs which are yet to arise. This Fourth Industrial Revolution 4.0 as part of the call to revamp the Malaysia higher education system. There are nine Malaysia future-proof skills that has been listed under Ministry of Higher Education module on Framing Malaysian Higher Education 4.0 – future-proof talents. There are creativity and innovation; Holistic Entrepreneurial and Balanced; Resilience; leadership; Compassion and mindfulness; values and ethics; flexibility and adaptability; critical thinking and problem solving and finally communication and language proficiency. The above mentioned points are future-proof skills sets for Malaysian graduates. There are three additional future-proof attributes which are lifelong learners, multiple intelligence and competencies and computational thinking. This qualitative study explored the significant area in the recent digital technology and development hence, it will be one of the crucial knowledge that should be acquired by everyone and anyone not only in Malaysia but in the whole wide world. Technology is moving rapidly and educators have to keep up with this fast pace. This issue attentively allied with the terminology pioneered by Jeanette Wing that is called computational thinking (CT). The interviewed is carried out among eleven Malaysian pre-service teachers and existing teachers under PGCE (Post Graduate Certificate in Education) program in the United Kingdom, to study on their attitudes towards the idea of learning programming. Through the interviews, the researcher was able to record and interpret trainee teachers’ perceptions of the motivation to learn programming. The data were then analysed and categorised before the final codes were determined to get the final output using thematic code analysis technique. The findings show that learning programming is possible for those who had no computing background thus answered one of the aim of this study that CT skills could be adopted in any fields and more creators or designers will be established compared to the passive users. There was a rational consideration of the value of learning programming to their professional skills and the studies have asked whether understanding such will raise the participants’ engagement with learning a programming language and thus assist them to acquire CT skill.
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Chasannudin, Arif, Latifah Nuraini, and Nur Aini Luthfiya. "Pelatihan Aplikasi Scratch Untuk Meningkatkan Kemampuan Computational Thinking Pada Guru." Kifah: Jurnal Pengabdian Masyarakat 1, no. 2 (December 27, 2022): 153–68. http://dx.doi.org/10.35878/kifah.v1i2.502.
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Keterampilan yang dibutuhkan pada abad 21 diantaranya adalah computational thiking (CT). Kecakapan CT ini harus dikuasai oleh sisiwa agar ia mampu menghadapi tantangan dalam era revolusi industri 4.0 dan society 5.0. CT adalah metode berpikir untuk merumuskan persoalan dan solusinya, di mana solusinya secara efektif dapat dieksekusi oleh agen pemroses informasi baik berupa komputer, atau manusia. Pembelajaran CT dapat dilakukan dengan berbagai metode, baik terintegrasi dalam mata pelajaran tertentu atau menjadi mata pelajaran pemograman. Di antara cara mengenalkan dan membiasakan berpikir komputasional adalah dengan menggunakan aplikasi Scratch. Aplikasi ini membantu siswa dalam belajar pemograman tanpa harus tahu skrip bahasa pemograman. Dengan hanya ”drag dan drop” siswa dapat membuat sebuah game yang menarik. Kemampuan CT ini tentu harus dimulai dari kemampuan guru dalam mengajarkan CT. Pengabdian masyarakat ini bermaksud membekali guru agar dapat mengajarkan CT denganaplikasi Scratch. Sasaran pelatihan adalah para guru di MI Tamrinusibyan Sumbersari Kayen Pati Jawa Tengah.Metode pengabdian ini menggunakan ABCD (Asset Based Community Development) dengan tahapan persiapan, pelaksanaan dan evaluasi. Hasil yang didapatkan dari pelatihan ini adalah para guru 67 % mampu memahami sctrath dengan baik dan 33% masih cukup baik. Sehingga dapat disimpulkan bahwa guru mampu mengenal tentang computional thinking dan metode pengajarannya dengan menggunakan aplikasi Scratch setelah mengikuti pelatihan.
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Saqr, Mohammed, Kwok Ng, Solomon sunday Oyelere, and Matti Tedre. "People, Ideas, Milestones: A Scientometric Study of Computational Thinking." ACM Transactions on Computing Education 21, no. 3 (March 2021): 1–17. http://dx.doi.org/10.1145/3445984.
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The momentum around computational thinking (CT) has kindled a rising wave of research initiatives and scholarly contributions seeking to capitalize on the opportunities that CT could bring. A number of literature reviews have showed a vibrant community of practitioners and a growing number of publications. However, the history and evolution of the emerging research topic, the milestone publications that have shaped its directions, and the timeline of the important developments may be better told through a quantitative, scientometric narrative. This article presents a bibliometric analysis of the drivers of the CT topic, as well as its main themes of research, international collaborations, influential authors, and seminal publications, and how authors and publications have influenced one another. The metadata of 1,874 documents were retrieved from the Scopus database using the keyword “computational thinking.” The results show that CT research has been US-centric from the start, and continues to be dominated by US researchers both in volume and impact. International collaboration is relatively low, but clusters of joint research are found between, for example, a number of Nordic countries, lusophone- and hispanophone countries, and central European countries. The results show that CT features the computing’s traditional tripartite disciplinary structure (design, modeling, and theory), a distinct emphasis on programming, and a strong pedagogical and educational backdrop including constructionism, self-efficacy, motivation, and teacher training.
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Lai, Rina P. Y. "Beyond Programming: A Computer-Based Assessment of Computational Thinking Competency." ACM Transactions on Computing Education 22, no. 2 (June 30, 2022): 1–27. http://dx.doi.org/10.1145/3486598.
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Computational Thinking (CT ), entailing both domain-general and domain-specific skills, is a competency fundamental to computing education and beyond. However, as a cross-domain competency, appropriate assessment design and method remain equivocal. Indeed, the majority of the existing assessments have a predominant focus on measuring programming proficiency and neglecting other contexts in which CT can also be manifested. To broaden the promotion and practice of CT, it is necessary to integrate diverse problem types and item formats using a competency-based assessment method to measure CT. Taking a psychometric approach, this article evaluates a novel computer-based assessment of CT competency, Computational Thinking Challenge. The assessment was administered to 119 British upper secondary school students ( M = 16.11; SD = 1.19) with a range of prior programming experiences. Results from several reliability analyses, a convergent validity analysis, and a Rasch analysis, provided evidence to support the quality of the assessment. Taken together, the study demonstrated the feasibility to expand from traditional assessment methods to integrating multiple contexts, problem types, and item formats in measuring CT competency in a comprehensive manner.
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Wang, Dongqing, Liqiang Luo, Jing Luo, Sihong Lin, and Guangjie Ren. "Developing Computational Thinking: Design-Based Learning and Interdisciplinary Activity Design." Applied Sciences 12, no. 21 (October 31, 2022): 11033. http://dx.doi.org/10.3390/app122111033.
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As research progresses, integrating computational thinking (CT) and designing interdisciplinary activities to teach various disciplines have gradually emerged as new ideas and important ways to develop the CT of students. This paper introduces the concept of design-based learning (DBL) and analyzes the internal connections between DBL and CT teaching. In this study, an interdisciplinary activity design model was constructed based on an analysis of existing design-based scientific cycle models and research into STEAM education, which is an approach to learning that uses science, technology, engineering, the arts, and mathematics as access points for guiding student inquiry, dialogue, and critical thinking. Next, specific activities with a focus on CT were designed to teach graphical programming to fifth grade students using Scratch. This quasi-experimental research was carried out to test the promotion effects of interdisciplinary activity design and traditional programming activities on the CT of students. Finally, the results showed that the proposed interdisciplinary activity design could develop the CT levels of students more effectively than traditional programming activities.
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Magno De Jesus, Angelo, and Ismar Frango Silveira. "Game-based collaborative learning framework for computational thinking development." Revista Facultad de Ingeniería Universidad de Antioquia, no. 99 (June 30, 2020): 113–23. http://dx.doi.org/10.17533/udea.redin.20200690.
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Computational Thinking (CT) can amplify learners’ skill sets so that they become excellent problem-solvers. Game-Based Learning and Collaborative Learning are two approaches that may aid in the development of CT skills. This paper describes a framework based on Game and Problem-Based Learning Strategies which aims to enhance the CT teaching and improves students’ social skills, considering aspects of fun. The framework stands out for including collaborative learning features defined in the main literature. Also, the strategy was developed specifically to fit the games’ dynamics. The approach was evaluated via metacognitive and transactive analysis and by a survey. The results showed evidence that the method is able to stimulate interaction among students to apply problem-solving strategies.
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Wibawa, Helmie Arif, Ragil Saputra, Priyo Sidik Sasongko, Satriyo Adhy, and Rismiyati Rismiyati. "Pelatihan Computational Thinking bagi Guru SMP-SMK Muhammadiyah 2 Kota Semarang." E-Dimas: Jurnal Pengabdian kepada Masyarakat 11, no. 2 (June 29, 2020): 173–78. http://dx.doi.org/10.26877/e-dimas.v11i2.3041.
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Manusia mempunyai kemampuan bio-komputer yang bermanfaat dalam menyelesaiakan persoalan-persoalan yang dihadapi. Program berfikir yang dimiliki ini dapat dioptimalkan dengan menerapkan sebuah metode yang disebut dengan “Berpikir Komputatif” atau Computational Thinking (CT). CT adalah sebuah metode dalam menyelesaikan persoalan dengan menerapkan teknik ilmu komputer (informatika). Ketika pendekatan CT diterapkan dalam proses pembelajaran maka akan dapat membantu siswa untuk dapat melihat hubungan antara mata pelajaran, dan kehidupan di dalam dengan di luar kelas. Pengabdian ini berupaya untuk mensosialisasikan dan melakukan pelatihan dan pembinaan ke sekolah-sekolah mengenai metode CT. Tujuan yang diharapkan adalah metode CT ini dapat diimplementasi dalam proses belajar di sekolah yang nantinya akan membantu siswa untuk lebih berpikir secara komputatif. Selain itu juga diharapkan para guru dapat mempersiapkan para siswa untuk bersaing dalam Bebras Challenge Indonesia sebagai ajang kompetisi CT. Kegiatan ini meliputi pemaparan CT, pembahasan soal-soal dengan metode CT, dan pengenalan terhadap Bebras Challenge.
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Peel, Amanda, and Patricia Friedrichsen. "Algorithms, Abstractions, and Iterations: Teaching Computational Thinking Using Protein Synthesis Translation." American Biology Teacher 80, no. 1 (January 1, 2018): 21–28. http://dx.doi.org/10.1525/abt.2018.80.1.21.
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One of the eight Next Generation Science Standards (NGSS) scientific practices is using mathematics and computational thinking (CT). CT is not merely a data analysis tool, but also a problem-solving tool. By utilizing computing concepts, people can sequentially and logically solve complex science and engineering problems. In this article, we share a successful lesson using protein synthesis to teach CT. This lesson focuses primarily on modeling and simulation practices with an extension activity focusing on the computational problem-solving practices of CT. We identify and define five CT concepts within the aforementioned practices that form the foundation of CT: algorithm, abstraction, iteration, branching, and variable. In this lesson, we utilize a game to familiarize students with CT basics, and then use their new CT foundation to design, construct, and evaluate algorithms within the context of protein synthesis. As an optional extension to the lesson, students enter the problem-solving environment to create a program that translates mRNA triplet codons to an amino acid chain. We argue that biology classrooms are ideal contexts for CT learning because biological processes function as a system, and understanding how the system functions requires algorithmic thinking and problem-solving skills.
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Jeong, In Woo, Seok Young Hong, and Soo Meen Wee. "The effect of problem-based learning on climate change Subject on Computational Thinking of high school students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 95–112. http://dx.doi.org/10.22251/jlcci.2022.22.22.95.
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Objectives The purpose of this study is to develop a problem-based learning class that can promote high school students' computational thinking and to identify computational thinking that appear in the learning stage.
Methods To this end, a total of 8 teaching-learning activities (CT-PBL) on climate change subject were designed and implemented for 57 first-year high school students. Before and after class, a questionnaire was conducted to measure computational thinking and the effect of class was reviewed by analyzing it using the paired t-test. In addition, a semi-structured interview based on the activity report was conducted to analyze the relationship between the thinking process and computational thinking in the problem-solving process.
Results First, as a result of application, all four areas of computational thinking showed significant improvement. In particular, there was a high improvement in the algorithmic procedure of CT, which had a low prior score. Second, at each stage of the problem-solving process, students went through various thinking processes and were able to confirm that they utilized various sub-elements of computational thinking. On the other hand, the complex use of computational thinking and regressive thinking processes were also identified.
Conclusions Based on these results, follow-up studies such as identifying specific correlations in the complex expression of computational thinking and utilizing computational thinking according to class materials were proposed.
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Ping, Maria Teodora, Yuni Utami Asih, and Ida Wardani. "Computational Thinking for Primary School Teachers: Building Problem-Solving and Literacy Skills." Educational Studies: Conference Series 1, no. 1 (November 30, 2021): 8–13. http://dx.doi.org/10.30872/escs.v1i1.838.
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Problem-solving is one of the skills that is crucial to equip students to face a variety of challenges in the future as well as related to the development of their lifelong literacy skills. One of the potential solutions for promoting students’ problem-solving skills is introducing Computational Thinking. However, in the context of schools in East Kalimantan, both teachers and students have not been familiar with Computational Thinking. Therefore, this current pilot study aimed at introducing Computational Thinking to teachers, especially primary school teachers, by developing a workshop and a module suitable to the local contexts and needs. This study involved 22 primary school teachers from Kutai Kartanegara Regency who had no prior knowledge and experience concerning Computational Thinking. The teachers were trained the basic concepts of CT and how to implement CT in the class especially in relation to literacy aspects. Afterwards, the teachers were assigned to develop a CT-infused lesson and did a self-reflection on the process. The findings from the post-workshop questionnaires indicated that most teachers showed positive attitudes towards CT and implementing CT in their lessons. Furthermore, they also voiced out that they would like to learn further about CT, particularly related to Literacy and the Minimum Competency Assessment (AKM).
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Pontual Falcão, Taciana, and Rozelma Soares de França. "Computational Thinking Goes to School: Implications for Teacher Education in Brazil." Revista Brasileira de Informática na Educação 29 (October 2, 2021): 1158–77. http://dx.doi.org/10.5753/rbie.2021.2121.
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Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. 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 (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.