Bringing computational thinking to K-12

Barr, Valerie; Stephenson, Chris

doi:10.1145/1929887.1929905

Cited by 1,275 publications

(409 citation statements)

References 9 publications

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“…Recently, arguments have been made in favour of integrating computational thinking and programming into the school curricula. This is especially pertinent if the goal is to reach a larger number of students for the anticipated information technology workforce shortage and also enable people to utilise computational thinking to solve problems in any field (Barr & Stephenson, 2011). Previous studies on the topic of computational thinking were mostly about the definitional issues and from students' perspectives (Portelance & Bers, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Key in all these definitions is the focus on students' complex problem-solving skills and dispositions (e.g. Barr & Stephenson, 2011;Lee et al, 2011;Sengupta et al, 2013) with the help of computing and computers (Grover & Pea, 2013;Wolz et al, 2011). Mishra and Yadav (2013) have argued that computational thinking goes beyond typical human-computer interactions within the school curriculum; instead, they argued that human creativity could be augmented by computational thinking, in particular with the use of automation and algorithmic thinking (Van Dyne & Braun, 2014).…”

Section: Computational Thinking: Literature Reviewmentioning

confidence: 99%

“…Barr & Stephenson 2011;Grover & Pea, 2013;Yadav et al, 2011). For instance, exploratory investigations by Lewandowski et al (2007) demonstrated how exposure to computational thinking enhances the way students approach problems.…”

Section: Computational Thinking: Literature Reviewmentioning

confidence: 99%

“…The process of increasing student exposure to computational thinking in schools is complex, requiring systemic change, teacher engagement and development of significant resources (Barr & Stephenson, 2011). With the new changes, teachers inevitably have to face challenges.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

151

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Section: Discussionmentioning

confidence: 99%

Section: Computational Thinking: Literature Reviewmentioning

confidence: 99%

Section: Computational Thinking: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

151

View full text Add to dashboard Cite

“…Given the growing importance of CT to a 21 st century education (Guzdial, 2008;Barr, & Stephenson, 2011;Voogt et al, 2015;Wing, & Stanzione, 2016), it is of related interest where and how much the present curriculum addresses CT. This inquiry provides a foundation for effective instruction and assessment of CT concepts, practices and perspectives across disciplines.…”

Section: Is Ct Hiding In Plain Sight?mentioning

confidence: 99%

Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

Hennessey

Mueller

Beckett

et al. 2017

JCT

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Given a growing digital economy with complex problems, demands are being made for education to address computational thinking (CT) -an approach to problem solving that draws on the tenets of computer science. We conducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-related terms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysis strategy provided frequencies of terms, and a qualitative analysis provided information about how and where terms were being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts and perspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades. Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives; however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Future research would benefit from continued examination of the implementation and assessment of CT and its related concepts, practices, and perspectives.

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Insights into computational thinking from think‐aloud interviews: A systematic review

Pan

Cui

Leighton

et al. 2022

Applied Cognitive Psychology

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This systematic review examines 35 empirical studies featuring the use of think‐aloud interviews in computational thinking (CT) research. Findings show that think‐aloud interviews (1) are typically conducted in Computer Science classrooms and with K‐12 students; (2) are usually combined with other exploratory CT assessment tools; (3) have the potential to benefit learners with special needs and identify the competency gaps through involving diverse participants; (4) are conducted in the absence of cognitive models and standard procedures; and (5) display insufficient definitional and methodological rigor. Theoretically, this review presents a systematic assessment about the application of think‐aloud interviews in CT studies and identifies the limitations in existing CT‐related think‐aloud studies. Practically, this review serves as a reference for studying the cognitive processes during CT problem‐solving and provides suggestions for CT researchers who intend to incorporate think‐aloud interviews in their studies.

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Bringing computational thinking to K-12

Abstract: The process of increasing student exposure to computational thinking in K-12 is complex, requiring systemic change, teacher engagement, and development of signifi cant resources. Collaboration with the computer science education community is vital to this effort.

Cited by 1,275 publications

References 9 publications

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

Insights into computational thinking from think‐aloud interviews: A systematic review

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