Proto-computational Thinking: The Uncomfortable Underpinnings

The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

“…We highlight exemplars from Vakil (2014) and Lee and Soep (2016) which leverage Critical Computational Literacy (CCL; Lee & Soep, 2016) as revealing a promising strategy for engaging underrepresented groups in CT. Second, while Modeling and Simulation practices may offer the richest opportunities to develop a variety of CT skills, this category of practice was the least frequently identified in the studies analyzed. This may be the result of either lack of access to the specialized software required for this practice or, as suggested by Tatar et al (2017), a curriculum that is not sufficiently rich to support students in thinking deeply about complex systems.…”

“…Given that recent reviews of CT literature highlight that CT encompasses a set of broadly applicable problemsolving practices, CT should lend itself to integration in a variety of core curricula (Flórez et al, 2017;Grover & Pea, 2018;Haseski et al, 2018;Moreno-León et al, 2018). Indeed, research has demonstrated that integrating CT instruction in required subject-area content enhances learning of both content and CT while exposing the broadest possible range of students to CT practices (Jona et al, 2014;Orton et al, 2016;Repenning et al, 2015;Tatar et al, 2017). Unfortunately, CT integration in core curricula is not yet common practice.…”

Pensée informatique : portrait conceptuel des aspects inhérents à la programmation en contexte scolaire

“…Once we know how to solve a single instance, we then employ the concept of automation to apply our solution to a large set of instances. (Hromkovič et al, 2016, p. 113) Dans la PI, l'abstraction est mobilisée avec la définition de régularités (Wing, 2010), les modèles et la simulation (ISTE et CSTA, 2011 ;Voogt et al, 2015), ainsi que la systématisation (Tatar et al, 2017). Par ailleurs, certains auteurs ont orienté leur réflexion de façon plus pragmatique en vue d'une application en contexte scolaire.…”

“…En effet, la PI représenterait un ensemble d'habiletés qui peuvent être mobilisées dans plusieurs contextes (Delcker et Ifenthaler, 2017), ayant un effet transversal à travers les disciplines (Curzon et McOwan, 2017). Il est même suggéré que le simple fait de favoriser la systématisation pourrait contribuer au développement d'une PI prototypique (proto-computational thinking) chez des élèves du primaire (Tatar et al, 2017). Enfin, Romero (2018) tisse un lien fort entre l'apprentissage de la PI et le rapport qu' entretiennent les individus avec l'intelligence artificielle (IA).…”

The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

“…Assessing different approaches/solutions to a problem Developing modular computational solutions Creating computational abstractions Troubleshooting and debugging Given that recent reviews of CT literature highlight that CT encompasses a set of broadlyapplicable problem-solving practices, CT should lend itself to integration in a variety of core curricula (Flórez et al, 2017;Haseski, Ula, & Tu., 2018;Grover & Pea, 2018;Moreno-León et al, 2017). Indeed, research has demonstrated that integrating CT instruction in required subjectarea content enhances learning of both content and CT while exposing the broadest-possible range of students to CT practices (Jona et al, 2014;Orton et al 2016;Repenning et al 2015;Tatar, Harrison, Stewart, Frisina, & Musaeus 2017). Unfortunately, CT integration in core curricula is not yet common practice.…”