Engaging computer science in traditional education

Goldberg, Debra S.; Grunwald, Dirk; Lewis, Clayton; Feld, Jessica A.; Hug, Sarah

doi:10.1145/2325296.2325377

Cited by 18 publications

(21 citation statements)

References 6 publications

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“…CS Unplugged was also found in many other course/curricula design as well as talked about as methods of teaching CT in several papers. CS Unplugged activities have also been adapted for various uses, papers that describe these or mention using CS Unplugged in their course/training include: [10,11,63,109,110,111,112,113,114,115]…”

Section: Cs Unpluggedmentioning

confidence: 99%

“… Algo.Rhythm [65]  Alice [7,16,29,60,73,82,109,115,116,117,118,119]  Ardublock [120]  Arduino [13,42,65,66]  Bebras [121,122]  Binary toy [123]  BingBee [124]  Blockly [63,71,125,126,127,128]  Bunny Bright [123]  CargoBot [129]  CHERP [15,24,103,104,130]  Code Bits [131]  CTArcade [132]  CTSiM [27,133,134,135]  CyberPLAYce [66]  DigitMile [136]  Dragon Architect [126]  Drawing Machine Model [37]  Entry [137]  Escape Machine [138,139]  Game ...…”

Section: Other Toolsmentioning

confidence: 99%

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Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

111

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Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert [1] is credited as concretising Computational Thinking in 1980 but since Wing [2] popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist.

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Section: Cs Unpluggedmentioning

confidence: 99%

Section: Other Toolsmentioning

confidence: 99%

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

111

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“…Other than using the available tools, some studies attempted to create new programming-based teaching tools [25]- [30], and game-based tools [31]- [33]. [22], [14], [17], [15], [16], [34], [18], [19], [20], [35], [36], [23], [37], [21], [24] 15 Module [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48], In addition to teaching CT in regular classrooms, researchers have introduced afterschool activities, which called 'informal program' in this study, as an alternative to disseminate CT skills. Recently, the publication trend of studies related to infusing CT through the informal program has increased.…”

Section: Ct Educational Approachesmentioning

confidence: 99%

Reflecting on Computational Thinking Studies for High School Education

Sondakh

2019

CogITo Smart Journal

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Berpikir komputasional telah diakui sebagai suatu kebutuhan dalam menyelesaikan masalah yang kompleks. Beberapa penelitian telah dilakukan untuk memperkenalkan keterampilan ini ke semua tingkat pendidikan. Penelitian ini bertujuan untuk meninjau penelitian tentang berpikir komputasi pada tingkat sekolah menengah. Khususnya, penelitian ini mengkaji domain penelitian, mengidentifikasi metode-metode untuk memperkenalkan berpikir komputasional, serta konsep-konsep berpikir komputasional yang diajarkan kepada pelajar. Tinjauan literatur sistematik dilakukan untuk mencapai tujuan tersebut. Hasil penelitian menunjukkan: penelitian berpikir komputasional mencakup kajian teori, pengembangan kurikulum, pengukuran, dan pengembangan alat. Kajian teori ditujukan untuk memformulasikan konsep. Selain keterampilan teknis, soft-skills telah dinyatakan sebagai elemen berpikir komputasional. Namun, perhatian untuk melibatkan soft-skills dalam penelitian masih kurang. Sebagian besar penelitian difokuskan pada integrasi berpikir komptasional ke dalam kurikulum. Coding menjadi metode yang paling banyak digunakan untuk mengajarkan berpikir komputasional. Sehingga, algorithmic thinking dan abstraction muncul sebagai keterampilan yang paling sering diajarkan atau diukur. Akhirnya, penelitian ini menggarisbawahi adanya kesenjangan untuk dikaji lebih lanjut yaitu berkaitan dengan pengukuran keterampilan berpikir komputasional dan untuk menyertakan soft-skills pada penelitian berpikir komputasional. Kata Kunci—Berpikir komputasional, Sekolah menengah, Penyelesaian masalah

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“…The Engaging Computer Science in Traditional Education (ECSITE, pronounced "excite") program, funded by an NSF GK-12 grant, brings computer science into non-computing K-12 classrooms [7]. To date, we have worked with teachers in six middle schools and ten high schools across four school districts.…”

Section: Debra S Goldbergmentioning

confidence: 99%

Beyond computer science

Settle

Goldberg

Barr

2013

Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education

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In her influential CACM article, Jeannette Wing argues that computational thinking is an emerging basic skill that should become an integral part of every child's education [14]. The potential impact of any approach for incorporating computational thinking into the curriculum is limited by the low enrollment in computing classes and the homogeneous population choosing these classes. While there are continuing efforts to draw students into computing courses, a complementary approach is to bring computational thinking into courses already taken by a diverse set of students. Because computing is transforming society and impacting many areas of study, providing students with meaningful exposure to computational thinking in other fields can be done without compromising existing learning goals.Modifying the K-12 curriculum to include a stronger emphasis on computational thinking has great potential. This effort is difficult in the U.S. however, since computer science is not a core high school topic and there are too few K-12 computing teachers to implement a national-scale computing requirement [2]. Projects that work to integrate computational thinking into existing discipline-specific courses show promise in overcoming these barriers [4,5,8,15]. A comprehensive set of K-12 teacher resources has been developed jointly by the Computer Science Teachers Association and the International Society for Technology in Education [1]. The current emphasis by K-12 educators on 21st Century Skills provides a natural entry for incorporating computational thinking across the curriculum.The need for teaching computational thinking continues past secondary education. Spurred by funding from the National Science Foundation, researchers have considered how to revamp the undergraduate curriculum to place a greater emphasis on these concepts. A number of NSF-funded projects have focused on finding ways to enhance computational thinking in undergraduate courses outside the standard computing curriculum [3,6,9,13].In this panel we discuss several projects that have worked to integrate computational thinking into the secondary and undergraduate curriculum in disciplines outside of computing such as art, astronomy, biology, economics, English, geology, government, kinesiology, history, music, and sociology. We will summarize the primary challenges and lessons learned. Following the description of our projects we will have an open discussion about overcoming challenges, what care should be taken to incorporate computing into other disciplines without sacrificing important traditions, and alternative and complementary approaches such as creating complete computational tracks within other disciplines.

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Engaging computer science in traditional education

Cited by 18 publications

References 6 publications

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Reflecting on Computational Thinking Studies for High School Education

Beyond computer science

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