A Pedagogical Framework for Computational Thinking

Kotsopoulos, Donna; Floyd, Lisa; Khan, Steven; Namukasa, Immaculate Kizito; Somanath, Sowmya; Weber, Jessica; Yiu, Cky

doi:10.1007/s40751-017-0031-2

Cited by 128 publications

(97 citation statements)

References 31 publications

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“…CT in this model is seen as a cognitive Connecting moments of creativity variable involving problem-solving process disconnected from computer programming. Though an unplugged approach can introduce young students into CT requiring the least amount of cognitive demand and technical knowledge (Kotsopoulos et al, 2017), further research is necessary to define the point at which the unplugged approach should grant its position to the plugged-in approach so that to keep on developing CT skills in a more sophisticated manner (Brackmann et al, 2017). Brackmann et al (2016) assert that the application of unplugged CT activities should be evaluated in relation to cognitive development improvement to empirically confirm that the CT incorporation into the basic education curriculum is necessary.…”

Section: Conclusion and Further Researchmentioning

confidence: 99%

“…Another interesting direction for future research is the area of learning styles. Kotsopoulos et al (2017) state that many different types of projects support the different abilities, interests and learning styles of students. Future research can be oriented on this field by investigating whether learning styles can predict the engagement level, performance or even the success of students in CT and which learning styles model is the most appropriate to accompany this skill.…”

Section: Conclusion and Further Researchmentioning

confidence: 99%

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Connecting moments of creativity, computational thinking, collaboration and new media literacy skills

Tsortanidou

Daradoumis

Barberà

2019

ILS

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Purpose This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched. Design/methodology/approach This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills. Findings The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement. Originality/value The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

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Section: Conclusion and Further Researchmentioning

confidence: 99%

Section: Conclusion and Further Researchmentioning

confidence: 99%

Connecting moments of creativity, computational thinking, collaboration and new media literacy skills

Tsortanidou

Daradoumis

Barberà

2019

ILS

View full text Add to dashboard Cite

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“…Central to this question is also the notion of (digital/information) 'literacy', where learning to code results in acquisition of a range of skills as significant to the learner's capacity to participate in the twenty-first century society as acquisition of 'traditional' literacy was to full social participation in earlier times (Bresnihan et al, 2015;Hutchison et al, 2015;Popat & Starkey, 2019;Vee, 2013). Key among these transfer skills is 'computational thinking' (Wing, 2010), and to a lesser degree 'computational participation' (Kotsopoulos et al, 2017;Burke, O'Bryne & Kafai, 2016;Fields, Giang, & Kafai, 2014;Kafai & Burke, 2014;Kafai & Burke, 2013). But whereas computational participation is ground Understanding computer programming as a literacyed in the claim that coding is collaborative providing students with the skills to participate in a networked society (Popat & Starkey, 2019, p. 368), the notion of computational thinking makes grander claims in relation to transfer skills.…”

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

“…Both computational thinking and participation emphasize a relationship between coding and the social. The former's goal is to produce 'creative' solutions to social (among other) problems through coding; the latter's is using coding to access the social and partake in the sociality of coding (Kotsopoulos et al, 2017;Fields, Kafai, & Giang, 2014). As Kafai asserts, 'computational thinking and programming are social, creative practices ' (2016, p. 27).…”

Section: Habits Of Mind Abstraction and A Loss Of Self Liberty And mentioning

confidence: 99%

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Tamatea

2019

RPTEL

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Internationally, coding is increasingly introduced into primary and junior high schools (children generally aged between 5 and 15) on a compulsory basis, though not all stakeholders support this 'initiative'. In response to the public reception, discussion highlights popular argument around compulsory coding in school education. This is an argument between those supportive (hereafter referred to as the Yes case) and those unsupportive of compulsory coding (hereafter referred to as the No case). But more than simply produce a list of arguments, this discussion contributes to our understanding of this reception by identifying the 'discourses' deployed by both cases (namely, digital ubiquity, disadvantage, and habits of mind discourses) and by providing theoretical framings through which these discourses and their potential implications might be differently understood. Using critical discourse analysis to unpack these discourses shows that while both cases hold to key tenets of liberal-humanism, a commitment to the individual subject, liberty and full participation in the social, it is the Yes case with its stronger commitment to children engaging in abstraction that seems to challenge these. Discussion of this difference is framed by the work of Baudrillard around abstraction, not to 'prove' the validity of Baudrillard's thesis concerning the consequences of humanity's deepening engagement with abstraction, but to provide a broader understanding of this debate, in relation to a trajectory of engagement with abstraction that seems set to intensify.

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“…It is connected to learning disabilities in reading, writing and sequenced symbolic information (Powell et al, 2015). This specific reading disability affects approximately 4-10% of the school age population (Aleci et al, 2012;Kotsopoulos et al, 2017;Bacon et al, 2007). The following definition captures the essence of the issue: "Dyslexia is a neurologicallybased, often familial disorder which interferes with the acquisition of language.…”

mentioning

confidence: 99%

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Klonari

Passadelli

2019

Review of International Geographical Education Online

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Dyslexia is a specific form of learning disability which comes along with diverse difficulties, both in learning, social and emotional fields. It obstructs the development of the individual at all levels of education. This research investigates students' spatial and geographical thinking and whether there is a differentiation of these abilities between dyslexic and non-dyslexic ones. For this purpose, 50 questionnaires were distributed to 25 dyslexic and 25 non-dyslexic students aged 14 using opportunity sampling from different areas (rural, urban). The questionnaire included spatial thinking exercises like mental rotation, plan views, shapes folding -unfolding and mental manipulation of shapes and exercises by which geographical thinking is examined, according to the Greek geography curriculum. The results indicated that the non-dyslexic students had better performance than the dyslexic ones in all cases, except one, this of 2D 3D exercise. The most significant difference was in the section of plan views, mental rotation and folding -unfolding, whereas in the shapes mental manipulation, both children's groups faced difficulties. Although the research sample was limited, the results supported our hypothesis that non-dyslexic students would perform better on spatial and geographical thinking assessments.

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A Pedagogical Framework for Computational Thinking

Cited by 128 publications

References 31 publications

Connecting moments of creativity, computational thinking, collaboration and new media literacy skills

Connecting moments of creativity, computational thinking, collaboration and new media literacy skills

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

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