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Academic literature on the topic 'Computational thinkink'

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Published: 23 November 2024

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Journal articles on the topic "Computational thinkink"

Aho, A. V. "Computation and Computational Thinking." Computer Journal 55, no. 7 (June 29, 2012): 832–35. http://dx.doi.org/10.1093/comjnl/bxs074.

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LESSNER, Daniel. "ANALYSIS OF TERM MEANING "COMPUTATIONAL THINKING"." Journal of Technology and Information 6, no. 1 (April 1, 2014): 71–88. http://dx.doi.org/10.5507/jtie.2014.006.

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Ortega-Ruipérez, Beatriz. "Pedagogía del Pensamiento Computacional desde la Psicología: un Pensamiento para Resolver Problemas." Cuestiones Pedagógicas 2, no. 29 (2020): 130–44. http://dx.doi.org/10.12795/cp.2020.i29.v2.10.

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Computational thinking should be understood as problem-solving thinking, beyond its link to programming. Therefore, it is necessary to address this thought’s structure through its cognitive processes to obtain an operational definition that allows this thought’s pedagogy to be adequately addressed in the classroom, regardless its development source. In this article, five processes inherent to this thought are determined, identifying only those that are always used. These processes are operatively defined from a psychological and a pedagogical perspective. The processes are abstraction, generalization, evaluation, creation of algorithms and decomposition of the problem. The first four processes present an inherent relation to problem-solving that can be verified, while, the last one, decomposition, can be considered not fundamental in problem solving and, therefore, linked to computational thinking. The performed analysis and categorization prove that decomposition is the key and central process of computational thinking. Therefore, computational thinking teaching must always be approached from the decomposition of problems or tasks that allow the simplification of the rest of the processes involved. This should involve different resources such as programming, playing games, problem-solving, or the creation of projects.

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Moon, Gyo Sik. "On the Direction of the Application of the Concepts of Computational Thinking for Elementary Education." Journal of the Korea Contents Association 13, no. 6 (June 28, 2013): 518–26. http://dx.doi.org/10.5392/jkca.2013.13.06.518.

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ARSLAN NAMLI, Nihan, and Birsel AYBEK. "Bilgi İşlemsel Düşünme Becerisi Üzerine Bir İçerik Analizi." Cukurova University Faculty of Education Journal 51, no. 2 (August 31, 2022): 920–44. http://dx.doi.org/10.14812/cuefd.943909.

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Üniversitelerin temel işlevlerinden birisi araştırmalar yaparak yeni teknolojiler üretmektir. Bu bağlamda bu işlevleri gerçekleştirmek için lisansüstü eğitim ve öğretim sürecinde yapılan araştırmalar yol gösterici olmaktadır. Ülkemizde bilgi işlemsel düşünme kavramı ile yürütülen lisansüstü tezlere yönelik bir meta sentez çalışmasının olmadığı belirlendiğinden ve lisansüstü boyutta Türkiye’de, belirlenen ölçütlerde 2018 yılından beri bilgi işlemsel düşünme alanında tezlerin yükselişi gözlemlendiğinden, bu tezlerin detaylı bir biçimde incelenmesinin ve önerilerin sunulmasının eğitim ve bilişim teknolojileri alanına önemli katkılar sağlayacağı düşünülmektedir. Bu çalışmada, lisansüstü tezlerin incelenmesi, yapılan çalışmaların yapıldığı yıl, üniversite, yöntem, örneklem, veri toplama araçları, analiz teknikleri ve araştırma sonuçlarının belirlenmesi amaçlanmıştır. Araştırma nitel araştırma yöntemlerinden doküman inceleme yöntemi ele alınarak gercekleştirilmiştir. Yapılan araştırma doğrultusunda Yükseköğretim Kurulu (YÖK) ulusal tez merkezi veri tabanı incelenmiş “Bilgi işlemsel düşünme” tez adı ve özet filtresi ile belirlenmiş 47 tez incelenmiştir. Her bir tez, geliştirilen “Tez Sınıflama Formu” ile tümdengelimsel analize tabi tutulmuştur. Bu araştırmada yer alan lisansüstü tezlerin sonuçları ve çeşitli boyutlarda etkileri incelenerek sentezlenmiştir.

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Lim, Byeongchoon. "App Inventor 2 As a Tool for Enhancement of Computational Thinking." Journal of The Korean Association of Information Education 20, no. 5 (December 31, 2016): 519–26. http://dx.doi.org/10.14352/jkaie.20.4.519.

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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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Park, Jungho. "Effects of Storytelling Based Software Education on Computational Thinking." Journal of The Korean Association of Information Education 19, no. 1 (March 30, 2015): 57–68. http://dx.doi.org/10.14352/jkaie.2015.19.1.57.

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Jeon, Soojin, and Seonkwan Han. "Descriptive Assessment Tool for Computational Thinking Competencies." Journal of The Korean Association of Information Education 20, no. 3 (June 30, 2016): 255–62. http://dx.doi.org/10.14352/jkaie.20.3.255.

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Shin, Seungki. "Designing the Instructional Framework and Cognitive Learning Environment for Artificial Intelligence Education through Computational Thinking." Journal of The Korean Association of Information Education 23, no. 6 (December 31, 2019): 639–53. http://dx.doi.org/10.14352/jkaie.2019.23.6.639.

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Dissertations / Theses on the topic "Computational thinkink"

Léonard, Marielle. "Approche didactique et instrumentale de la pensée informatique : focus sur le concept de motif." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH034.

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En France, depuis 2016, l'initiation à la programmation informatique est présente dans les curricula scolaires de l'école obligatoire. L'objectif de cette thèse est de comprendre le processus de conceptualisation lors de la résolution de puzzles de programmation par des sujets âgés de 7 à 15 ans. À cette fin, nous combinons les apports respectifs de la théorie des champs conceptuels (Vergnaud, 1991) et de l'analyse de traces d'interaction dans un EIAH. Nous nous concentrons sur le concept de motif, en particulier lors des premières confrontations avec la notion de boucle en programmation par blocs. Nous définissons un motif comme « une entité repérable au sein d'un ensemble car répétée à l'identique ou avec des variations prédictibles » et mettons en évidence la place essentielle de ce concept lors de l'initiation à la pensée algorithmique. L'approche didactique adoptée vise à positionner le concept de motif au sein d'un champ conceptuel des notions de base de l'algorithmique, champ conceptuel qui a pour périmètre la programmation impérative en langage Scratch au niveau de l'école obligatoire. Au sein de ce champ conceptuel, nous approfondissons l'étude des situations de programmation d'un robot virtuel sur une grille qui requièrent l'utilisation d'une boucle. Notre protocole expérimental est adossé au concours en ligne de programmation Algoréa. Nous avons construit un outillage méthodologique incluant un dispositif de collecte de données à trois échelles, des analyses statistiques sur de larges échantillons, une automatisation du traitement de traces d'interaction avec l'EIAH, et des analyses qualitatives d'enregistrements vidéo d'écran. Cet outillage méthodologique, qui permet de combiner précision des analyses qualitatives et robustesse statistique, constitue l'un des apports de la thèse. Avec cette approche, nous avons d'abord réalisé une étude instrumentale de l'EIAH telle que la définit Rabardel (1995). Son but est de distinguer ce qui, dans l'activité, relève de la maîtrise conceptuelle et ce qui relève de la maîtrise instrumentale d'un environnement de programmation particulier. Nous nous sommes ensuite concentrés sur la conceptualisation-en-acte au sens de Vergnaud (1991). Nous avons identifié les schèmes mis en œuvre par le sujet lors de l'activité de programmation étudiée, notamment les invariants opératoires sous-jacents. Nos analyses nous permettent ainsi d'identifier et de documenter des paliers de difficulté et des erreurs récurrentes lors des premiers apprentissages de la boucle. Une de nos perspectives de recherche est de reproduire cette démarche pour mener des investigations sur l'ensemble des concepts abordés lors de l'initiation à la programmation informatique au niveau de l'école obligatoire. Ces résultats constituent une contribution de nature à outiller les enseignants de l'école élémentaire et du collège pour accompagner leurs élèves et les aider à surmonter les difficultés rencontrées lors de l'apprentissage des concepts fondamentaux de l'algorithmique
In France, since 2016, introduction to computer programming has been included in compulsory school curricula. The objective of this thesis is to understand the conceptualization process when solving programming puzzles by subjects aged 7 to 15 years old. To this end, we combine the respective contributions of conceptual field theory (Vergnaud, 1991) and the analysis of pupils activity in a TEL environment. We focus on the concept of pattern, in particular during the first confrontations with the loop notion in block programming. We define a pattern as “an entity identifiable within a set because it is repeated identically or with predictable variations” and highlight the essential place of this concept when initiating algorithmic thinking. The didactic approach adopted aims to position the concept of pattern within a conceptual field of basic notions of algorithms, a conceptual field which has as its scope imperative programming in Scratch language at compulsory school level. Within this conceptual field, we deepen the study of programming situations of a virtual robot on a grid which require the use of a loop. Our experimental protocol is backed by the Algoréa online programming competition. We are building methodological tools including a data collection device at three scales, statistical analyzes on large samples, automation of the processing of interaction traces with the EIAH, and qualitative analyzes of screen video recordings. This methodological tool, which makes it possible to combine the precision of qualitative analyzes and statistical robustness, constitutes one of the contributions of this thesis. With this approach, we first carry out an instrumental study of the TEL environmentas defined by Rabardel (1995). Its goal is to distinguish what, in the activity, relates to conceptual mastery and what relates to instrumental mastery of a particular programming environment. We then focus on conceptualization-in-act in the sense of Vergnaud(1991). We identify the schemes implemented by the subject during the programming activity studied, in particular the underlying operational invariants. Our analyzes allow us to identify and document levels of difficulty and recurring errors during the first learning of the loop. One of our research perspectives is to reproduce this approach to carry out investigations on all the concepts covered during the introduction to computer programming at compulsory school level. These results constitute a contribution likely to help elementary and middle school teachers to support their pupils and help them overcome the difficulties encountered when learning fundamental concepts of algorithms

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Chowdhury, Bushra Tawfiq. "Collaboratively Learning Computational Thinking." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/88016.

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Skill sets such as understanding and applying computational concepts are essential prerequisites for success in the 21st century. One can learn computational concepts by taking a traditional course offered in a school or by self-guided learning through an online platform. Collaborative learning has emerged as an approach that researchers have found to be generally applicable and effective for teaching computational concepts. Rather than learning individually, collaboration can help reduce the anxiety level of learners, improve understanding and create a positive atmosphere to learning Computational Thinking (CT). There is, however, limited research focusing on how natural collaborative interactions among learners manifest during learning of computational concepts. Structured as a manuscript style dissertation, this doctoral study investigates three different but related aspects of novice learners collaboratively learning CT. The first manuscript (qualitative study) provides an overall understanding of the contextual factors and characterizes collaborative aspects of learning in a CT face-to-face classroom at a large Southeastern University. The second manuscript (qualitative study) investigates the social interaction occurring between group members of the same classroom. And the third manuscript (quantitative study) focuses on the relationship between different social interactions initiated by users and learning of CT in an online learning platform Scratch™. In the two diverse settings, Chi's (2009) Differentiated Overt Learning Activities (DOLA) has been used as a lens to better understand the significance of social interactions in terms of being active, constructive and interactive. Together, the findings of this dissertation study contribute to the limited body of CT research by providing insight on novice learner's attitude towards learning CT, collaborative moments of learning CT, and the differences in relationship between social interactions and learning CT. The identification of collaborative attributes of CT is expected to help educators in designing learning activities that facilitate such interactions within group of learners and look out for traits of such activities to assess CT in both classroom and online settings.
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Grgurina, Nataša. "Computational thinking in Dutch secondary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6455/.

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We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students’ Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students’ CT and design a curriculum intervention geared toward teaching and improving students’ CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.

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Lundholm, David. "Computational Thinking in Swedish Elementary Schools." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254210.

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Kolodziej, MIchael. "Computational Thinking in Curriculum for Higher Education." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285666.

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Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21^st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development.

Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014).

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Prottsman, Christie Lee Lili. "Computational Thinking and Women in Computer Science." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11485.

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x, 40 p. : col. ill.
Though the first computer programmers were female, women currently make up only a quarter of the computing industry. This lack of diversity jeopardizes technical innovation, creativity and profitability. As demand for talented computing professionals grows, both academia and industry are seeking ways to reach out to groups of individuals who are underrepresented in computer science, the largest of which is women. Women are most likely to succeed in computer science when they are introduced to computing concepts as children and are exposed over a long period of time. In this paper I show that computational thinking (the art of abstraction and automation) can be introduced earlier than has been demonstrated before. Building on ideas being developed for the state of California, I have created an entertaining and engaging educational software prototype that makes primary concepts accessible down to the third grade level.
Committee in charge: Michal Young, Chairperson; Joanna Goode, Member

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Browning, Samuel Frank. "Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6659.

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Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability. Dr. Scratch was built to fill this need. This study seeks to answer if using Dr. Scratch as a formative feedback tool accelerates the students' progress in coding ability and Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the Computational Thinking Test (CTt) between control (n = 18) and treatment groups (n = 23) using three methods: propensity score matching (treatment = .575; control = .607; p = .696), information maximum likelihood technique (treatment effect = -.09; p = .006), and multiple linear regression. Both groups demonstrated significant increased posttest scores over their pretest (treatment = +8.31%; control = +5.43%), though which group improved the most varied depending on which test was run. We discuss the implications of using Dr. Scratch as a formative feedback tool and recommend further research on the use of such tools in elementary coding experiences.

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Weese, Joshua Levi. "Bringing computational thinking to K-12 and higher education." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35430.

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Doctor of Philosophy
Department of Computer Science
William H. Hsu
Since the introduction of new curriculum standards at K-12 schools, computational thinking has become a major research area. Creating and delivering content to enhance these skills, as well as evaluation, remain open problems. This work describes different interventions based on the Scratch programming language aimed toward improving student self-efficacy in computer science and computational thinking. These interventions were applied at a STEM outreach program for 5th-9th grade students. Previous experience in STEM-related activities and subjects, as well as student self-efficacy, were surveyed using a developed pre- and post-survey. The impact of these interventions on student performance and confidence, as well as the validity of the instrument are discussed. To complement attitude surveys, a translation of Scratch to Blockly is proposed. This will record student programming behaviors for quantitative analysis of computational thinking in support of student self-efficacy. Outreach work with Kansas Starbase, as well as the Girl Scouts of the USA, is also described and evaluated. A key goal for computational thinking in the past 10 years has been to bring computer science to other disciplines. To test the gap from computer science to STEM, computational thinking exercises were embedded in an electromagnetic fields course. Integrating computation into theory courses in physics has been a curricular need, yet there are many difficulties and obstacles to overcome in integrating with existing curricula and programs. Recommendations from this experimental study are given towards integrating CT into physics a reality. As part of a continuing collaboration with physics, a comprehensive system for automated extraction of assessment data for descriptive analytics and visualization is also described.

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Donaldson, Scott P. "Generating, Simulating, Interrogating: A Computational Design Thinking Framework." Research Showcase @ CMU, 2017. http://repository.cmu.edu/theses/133.

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Computational design is often depicted as an instrument for analysis or production, but it is also a space in which to explore and create new ways of working and thinking. This thesis explores how, through critically engaged practice, designers working computationally are uniquely able to envision and work toward desirable futures, challenging a techno-utopian status quo and projecting humane alternatives. What computational design methods, approaches, and strategies can help to bring about these desirable futures? Through primary research involving interviews with computational design practitioners, developing interactive software prototypes as investigative tools, and conducting design workshops, I investigate various modes of working computationally. Building on this research, I propose a three-part framework that synthesizes high-level approaches to computational design work. The first component, generating, reveals how computation enables the designer to work at various levels of abstraction, navigating large possibility spaces. The second, simulating, provides a frame for envisioning and modeling potential interventions in complex systems. Finally, interrogating, drawing from both Schön’s ‘reflective practice’ and Wark’s ‘hacker ethos,’ encourages computational designers to critically question their tools and practices in order to discover new ways of working and thinking. I conclude by discussing potential embodiments of this framework in computational design education.

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Saari, Erni Marlina. "Toolbox for adopting computational thinking through learning Flash." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53768/.

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The need for teachers of Elementary School children to learn to program or rather to understand the Computational Thinking behind programming has been accelerated in many countries by the mandated teaching of programming in the Elementary School context. Many steps have been taken in order to create awareness of this issue, such as the Computing At Schools initiative (CAS) which is established in the UK. CAS aims to support teaching in computing and connected fields in UK schools. Moreover, in the USA the Computer Science Teachers Association (CSTA) was established to meet the purpose of informing and advising about the current development of computational thinking and to investigate and disseminate teaching and learning resources related to computational thinking. In Singapore research has been conducted by the government agency Infocomm Development Authority of Singapore (IDA) whereby the major goal is to meet the needs in the ICT sector and ultimately to focus and inspire learners about programming. The research for this thesis involves the development of a training scheme for pre-service teachers that will introduce them to computational thinking through the use of the Flash Action Script Development environment. Flash Action Scripts - amongst several other tools - are used as a tool for creating interactive content and because Flash is one of the premiere tools used to create content for the internet; a tool programmed with Flash looks practically the same in every browser and on every operating system. Flash Action scripts use traditional coding skills but permit the user to see how each piece of code affects the running or execution of the program, allowing the user to have an instant visual understanding of what the code is doing. It is also widely available within university campuses. A major problem in promoting the teaching of programming and computational thinking to Elementary School teachers is that the majority of such teachers have no concept of how to program and naturally are not motivated to learn programming. Experienced teachers involved in the current study felt that programming was too complicated and thus it was hard to gain fluency in programming. Student teachers who had no previous experience in programming were, however, easier to get engaged in learning programming principles. Eighty percent of this group found Action Scripting a useful tool to understand basic programming and scripting. The need to teach programming will motivate most but to learn through a tool that can be seen to have intrinsic value in their role as teachers has a greater potential of success. This thesis defines the design and implementation of a tool to use the learning of Flash Action Scripting as a motivational mechanism for pre-service teachers. The intrinsic value to them is intended to be utilisation of the learned Action Scripting skills to produce their own teaching material. Initial results indicate an enhanced engagement and motivation to learn to program and improved confidence in doing so. As projected the pre-service teachers had a more positive attitude towards the potential of the learning tool but both they and the in-service teachers had improved attitudes and enthusiasm after the experiment. The results show that both pre-service and in-service teachers can be trained to be designers and producers of digital courseware in the previous absence of computational thinking skills and definitely they can acquire skills in computer programming such as Flash Action Scripts.

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Books on the topic "Computational thinkink"

Curzon, Paul, and Peter W. McOwan. Computational Thinking. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56774-6.

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Ferragina, Paolo, and Fabrizio Luccio. Computational Thinking. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97940-3.

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Ferragina, Paolo, and Fabrizio Luccio. Computational Thinking. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-59922-4.

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Kong, Siu-Cheung, and Harold Abelson, eds. Computational Thinking Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7.

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Kong, Siu-Cheung. Computational Thinking Education. Singapore: Springer Nature, 2019.

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Weintrop, David, Daisy W. Rutstein, Marie Bienkowski, and Steven McGee. Assessing Computational Thinking. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003431152.

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Mailund, Thomas. Introduction to Computational Thinking. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7077-6.

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Yadav, Aman, and Ulf Dalvad Berthelsen. Computational Thinking in Education. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003102991.

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Mittermeir, Roland T., and Maciej M. Sysło, eds. Informatics Education - Supporting Computational Thinking. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69924-8.

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Khine, Myint Swe, ed. Computational Thinking in the STEM Disciplines. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93566-9.

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Book chapters on the topic "Computational thinkink"

Malyn-Smith, Joyce, and Charoula Angeli. "Computational Thinking." In Encyclopedia of Education and Information Technologies, 333–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_4.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Computational Thinking." In Guide to Teaching Computer Science, 57–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_4.

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Malyn-Smith, Joyce, and Charoula Angeli. "Computational Thinking." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_4-1.

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Srinivasa, K. G., Muralidhar Kurni, and Kuppala Saritha. "Computational Thinking." In Springer Texts in Education, 117–46. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6734-4_6.

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Mike, Sharples. "Computational thinking." In Practical Pedagogy, 109–12. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429485534-18.

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Tedre, Matti, and Peter J. Denning. "Computational Thinking." In Computational Thinking in Education, 1–17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003102991-1.

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Suri, Abhinav. "Computational Thinking." In Practical AI for Healthcare Professionals, 17–40. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7780-5_2.

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Feiler, Jesse. "Thinking Computationally." In Learn Computer Science with Swift, 1–17. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3066-4_1.

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Fraillon, Julian, John Ainley, Wolfram Schulz, Tim Friedman, and Daniel Duckworth. "Students’ computational thinking." In Preparing for Life in a Digital World, 89–112. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38781-5_4.

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Fraillon, Julian, John Ainley, Wolfram Schulz, Daniel Duckworth, and Tim Friedman. "Computational thinking framework." In IEA International Computer and Information Literacy Study 2018 Assessment Framework, 25–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19389-8_3.

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Conference papers on the topic "Computational thinkink"

Burke, Quinn. "Credentialing Computation: Teacher Micro-Credentials in Computational Thinking." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573995.

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Lu, James J., and George H. L. Fletcher. "Thinking about computational thinking." In the 40th ACM technical symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1508959.

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Grover, Shuchi. "Thinking about Computational Thinking." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293763.

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Wing, J. M. "Computational thinking." In 2011 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC 2011). IEEE, 2011. http://dx.doi.org/10.1109/vlhcc.2011.6070404.

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Xu, Yan, Joseph Peters, Arthur Kirkpatrick, and Kevin O'Neil. "Computational thinking." In the 14th Western Canadian Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1536274.1536299.

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Hu, Chenglie. "Computational thinking." In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999811.

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Henderson, Peter B., Thomas J. Cortina, and Jeannette M. Wing. "Computational thinking." In Proceedinds of the 38th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1227310.1227378.

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Howell, Linda, Lisa Jamba, A. Samuel Kimball, and Arturo Sanchez-Ruiz. "Computational thinking." In the 49th Annual Southeast Regional Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2016039.2016059.

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Brunvand, Erik. "Computational Thinking Meets Design Thinking." In GLSVLSI '15: Great Lakes Symposium on VLSI 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2742060.2742123.

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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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Reports on the topic "Computational thinkink"

Angevine, Colin, Karen Cator, Jeremy Roschelle, Susan A. Thomas, Chelsea Waite, and Josh Weisgrau. Computational Thinking for a Computational World. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/62.

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Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.

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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.

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Luke, Christina, and Viki M. Young. Integrating Micro-credentials into Professional Learning: Lessons from Five Districts. Digital Promise, October 2020. http://dx.doi.org/10.51388/20.500.12265/103.

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This white paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning around computational thinking as part of the Computational Thinking for Next Generation Science Standards (NGSS) Challenge Collaborative.

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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead, Quick Start and Discussion Guide. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/140.

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We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This quick start and discussion guide is a resource for educators to learn about and build capacity for students to engage in computational thinking.

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Castro, Carolina Robledo, Tullio Vardanega, Gabriele Pozzan, Chiara Montuori, and Barbara Arfè. Characteristics and psychometric properties of computational thinking assessments in children and adolescents: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0069.

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Review question / Objective: This systematic review had the objectives of: 1) collecting the measurement instruments that evaluate computational thinking in children and adolescents; 2) examining the psychometric properties and characteristics of these instruments. Eligibility criteria: Inclusion criteria: Articles discussing results of empirical studies in which CT was evaluated; articles with results of validation studies presenting and testing new TC assessment tolos; K-12 Education Student Sample.Exclusion criterio: Abstracts or proceedings are excluded, review articles or theoretical articles are excluded; articles reporting research in which CT assessment is performed by instruments that measure self-efficacy, attitudes or other constructs; articles reporting research in which CT assessment is performed by instruments that assess teachers’ rather than children’s knowledge or skills.

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Davidson, George S., and William Michael Brown. Interactomes to Biological Phase Space: a call to begin thinking at a new level in computational biology. Office of Scientific and Technical Information (OSTI), September 2007. http://dx.doi.org/10.2172/1139978.

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Liberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).

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Bieder, Corinne. Bringing together humanity and technology in context: Future challenges for safety in high-risk industries. Fondation pour une Culture de Sécurité Industrielle, April 2024. http://dx.doi.org/10.57071/twp391.

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This “Cahier de la sécurité industrielle” originates from FonCSI’s Strategic analysis “Work and workers in the 2040’s”. This project brought together a core group of academic researchers and scientific experts from industrial companies and organizations sponsoring FonCSI. They met about 15 times with the aim of exploring the impacts on the safety of high-hazard organizations of the megatrends our world and societies are undergoing. This document focuses on the role of humans and their relationship to technology. The fast pace of evolution of digital technologies is shaking up the conventional high-hazard industry landscape, introducing new challenges for safety. This document focuses on the role played by humans in the 2030-2040 timeframe as regards how safety is managed and governed. The results highlight the impact of the implicit framework adopted to appreciate the respective contributions of humans and digital technologies to the safety of high-hazard industries. Whereas a human-centered framework emphasizes specific human capabilities such as empathy, making sense, judgment, as critical to safety, a technology-centered one focuses on computational power and speed as promises to future safety. None of these frameworks opposing humans and digital technologies seems appropriate to account for real situations where they both coexist and are interrelated in more complex ways than just through man-machine interfaces. Furthermore, they are part of a broader social, political, organizational, and cultural context calling for qualifying absolute statements on Technology and Humanity. More generally, high-risk operations are complex. Thinking in terms of dichotomies (e.g., technology/humans; digital/non-digital) is too simplistic to anticipate the safety challenges ahead of us. Exploring the interrelations between humans and digital technologies includes investigating the context in which they evolve to frame possible future safety challenges in a relevant manner. This means involving diverse perspectives and disciplines to bring together humans and technologies in context and reflect the complex reality.

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Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/115.

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The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design.

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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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