Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions

Abstract

This article analyzes the way in which educators and researchers have pronounced themselves for incorporating computer programming in the K-12 curricula (basic and secondary education), recognizing its cognitive benefits in those who practice it, which can be useful in contexts other than computing, by influencing the development of higher order thinking skills and problem solving, both concepts integrated in the so-called computational thinking (CT). The proposal includes the vision of various authors, who conclude that the transfer of cognitive programming skills does not happen correctly given the prevalence of educational interventions designed under the belief that it occurs as an automatic and spontaneous process. The structure of the article is made up of three fundamental aspects: (1) historical account of the definition of knowledge transfer (KT), its main theoretical and classificatory taxonomies; (2) integration of existing definitions on CT and the way in which the formulation of various study plans in different countries has resulted; and (3) the investigation of different challenges and implications present in the CT, as well as recommendations for its improvement, taking as a reference the results of experiments carried out in different academic fields, proposed in order to strengthen both the KT as well as the CT.

Computational Thinking: The Essential Skill for being Successful in Knowledge Science Research

“…Society 5.0 has stated the requisite skills for humans in the 21st century as the primary skills to be achieved by undergraduate or graduate students. Communication, critical thinking, collaboration, creativity, and problemsolving skills are some powerful words that appear in the list of requisite skills for the 21st century (Gutiérrez-Núñez et al, 2022;Semsri et al, 2022;Van Laar et al, 2020). But the uncertainty word needs to be satisfied and force society to add extra skill as the complement.…”

ZPD Technological Learning Environment for Mathematics Learning Based on Computational Thinking Skills and Tpack for Professional Prospective Mathematics Teachers

“…The subject of this research is relatively new; it can be seen that research discusses the integration of CT with all core content areas in mathematics education and research in most places where CT is close to computer science or STEM fields, such as science. Nonetheless, many studies on the integration of CT in education have been conducted and are currently a trend by researchers in the field of mathematics and science education [11], [15], [18], [19]. CT skills and the ability to integrate CT into classroom learning for each candidate.…”