Computational Thinking From a Disciplinary Perspective

Malyn-Smith, Joyce

doi:10.21125/iceri.2018.2116

Cited by 16 publications

(25 citation statements)

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“…Abelson and diSessa's "turtle geometry," cited above, and more recent work by diSessa and others (see cited in diSessa 2018) are examples. In this direction, CT may be taken as a core skill for all students with a specific set of CT integration elements identified and used for bridging (e.g., Malyn-Smith et al 2018). The special issue on "computational thinking from a disciplinary perspective" published recently in the Journal of Science Education and Technology contains some further information on this approach (Lee et al 2020).…”

Section: Facilitating Students' Learning Of Stem With the Integrationmentioning

confidence: 99%

On Computational Thinking and STEM Education

Schoenfeld

diSessa

et al. 2020

Journal for STEM Educ Res

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The recognized importance of computational thinking has helped to propel the rapid development of related educational efforts and programs over the past decade. Given the multi-faceted nature of computational thinking, which goes beyond programming and computer science, however, approaches and practices for developing students' computational thinking are not always self-explanatory in terms of their foci and feasibility in diverse educational contexts. In this editorial, we first examine relevant publications in computational thinking to identify a trend of integrating computational thinking into disciplinary education. We subsequently build on recent discussions about the concept of computational thinking to (1) frame a review of educational efforts in developing students' computational thinking, (2) discuss opportunities and challenges to further such educational efforts through not only programming and computer science but also other disciplines, and (3) articulate needed research and scholarship to support educational practices.

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Section: Facilitating Students' Learning Of Stem With the Integrationmentioning

confidence: 99%

On Computational Thinking and STEM Education

Schoenfeld

diSessa

et al. 2020

Journal for STEM Educ Res

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“…The review comes across many examples from visualisation of archaeological sites, exploring hypotheses about human interaction with prehistoric environments, application of graph theory to analyse Shakespeare's most famous plays, to wider interdisciplinary CT curricula with focus on "collaborative learning with interdisciplinary projects or assignments for groups of students from different courses." 1 Another author has built a framework of disciplinary integration in CT, with concrete case examples of practicing scientists [54]. Examples from ensemble modelling of weather patterns, computational chemistry and environmental science are shown [54].…”

Section: Ct In Practicementioning

confidence: 99%

“…1 Another author has built a framework of disciplinary integration in CT, with concrete case examples of practicing scientists [54]. Examples from ensemble modelling of weather patterns, computational chemistry and environmental science are shown [54]. Five elements for CT integration include understanding, innovating, designing, engaging in collective sense-making and understanding potential consequences [54].…”

Section: Ct In Practicementioning

confidence: 99%

“…Examples from ensemble modelling of weather patterns, computational chemistry and environmental science are shown [54]. Five elements for CT integration include understanding, innovating, designing, engaging in collective sense-making and understanding potential consequences [54]. Even though this framework is designed with K-12 in mind, the ideas seem to apply well for higher education, too.…”

Section: Ct In Practicementioning

confidence: 99%

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Design science research for learning software engineering and computational thinking: Four cases

Apiola

Sutinen

2020

Comp Applic In Engineering

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This study proposes design science research (DSR) as a relevant framework for computational thinking, software engineering, and science, technology, engineering, arts and mathematics integration in higher education. We present four concrete case examples, where DSR has been applied in projects that consist of interdisciplinary teams, which learn by designing solutions for pressing real‐world problems. Our results show that DSR is a potent framework for learning to tackle pressing and wicked problems, and connecting technology projects with research methodology and knowledge from other fields. Our results also show multiple learning gains, including creativity, communication, critical thinking and collaboration. Based on our case analysis, we recommend more extensive use of DSR in future technology curricula.

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“…The need for a framework for integration Several efforts have attempted to synthesize integrating of CT into STEM subjects with the goal of abstracting learning from various research projects through conference panels and symposia special issues of journals (e.g., (Grover et al, 2020b(Grover et al, , 2020cLee et al, 2020;Malyn-Smith et al, 2018). These experiences and attempts to synthesize CT/CS integration ideas have highlighted a need in the field for guidance on how to conceptualize integration-where to begin designing for integration; and the considerations and challenges to be taken into account.…”

Section: Introductionmentioning

confidence: 99%

‘CTIntegration’: A Conceptual Framework Guiding Design and Analysis of Integration of Computing and Computational Thinking Into School Subjects

Grover¹

2021

Preprint

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A growing number of researchers and educators are working on integrating computing and computational thinking (CT) into various K-12 subjects. This conceptual paper motivates the need for and presents a comprehensive framework (CTIntegration) to guide educators and researchers aiming to design for integration. The paper elaborates on the interconnected elements of domain, computing and CT we well as pedagogy, that must be attended to. It also demonstrates the use of the framework as an analytic tool to examine three case studies of recent CT integration efforts.

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Computational Thinking From a Disciplinary Perspective

Cited by 16 publications

References 0 publications

On Computational Thinking and STEM Education

On Computational Thinking and STEM Education

Design science research for learning software engineering and computational thinking: Four cases

‘CTIntegration’: A Conceptual Framework Guiding Design and Analysis of Integration of Computing and Computational Thinking Into School Subjects

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