More Like this

1. Demystifying computational thinking

   https://doi.org/10.1016/j_edurev.2017.09.003  

   Shute, V. J.; Sun, C.; Asbell-Clarke, J. (January 2017, Educational research review)

   This paper examines the growing field of computational thinking (CT) in education. A review of the relevant literature shows a diversity in definitions, interventions, assessments, and models. After synthesizing various approaches used to develop the construct in K-16 settings, we have created the following working definition of CT: The conceptual foundation required to solve problems effectively and efficiently (i.e., algorithmically, with or without the assistance of computers) with solutions that are reusable in different contexts. This definition highlights that CT is primarily a way of thinking and acting, which can be exhibited through the use particular skills, which then can become the basis for performance-based assessments of CT skills. Based on the literature, we categorized CT into six main facets: decomposition, abstraction, algorithm design, debugging, iteration, and generalization. This paper shows examples of CT definitions, interventions, assessments, and models across a variety of disciplines, with a call for more extensive research in this area. 

   more » « less
2. Utilizing a computational thinking engagement inventory to support inclusive computational thinking pathways

   https://doi.org/10.1080/15391523.2024.2398520  

   Coenraad, Merijke; Rangel, Alessandra; Dunbar, Kyle (September 2024, Journal of Research on Technology in Education)

   Based in a research-practice partnership around district-wide computational thinking (CT) Pathways, this paper explores how six districts utilized the CT Engagement Inventory to examine if and how students are engaged in computing learning opportunities and write inclusive CT pathway goals. We found the CT Engagement Inventory supported districts in articulating inclusive pathway goals that moved beyond focusing only on access and participation. Instead, goals focused on building capacity to make broader access and participation possible and examining the nature of student participation. This paper demonstrates a tool to support districts in ensuring inclusive computing learning opportunities reach all students. 

   more » « less
3. Computational Thinking and Literacy

   https://doi.org/10.26716/jcsi.2018.01.1.1  

   Jacob, Sharin Rawhiya; Warschauer, Mark (January 2018, Journal of Computer Science Integration)
4. Computational Thinking Integration Patterns Along the Framework Defining Computational Thinking from a Disciplinary Perspective

   https://doi.org/10.1007/s10956-019-09802-x  

   Lee, Irene; Malyn-Smith, Joyce (February 2020, Journal of Science Education and Technology)
5. Developing the systems thinking and computational thinking identification tool

   Bowers, J.; Shin, N.; Brennan, L.; Eidin, E. E.; Stephens, L.; Roderick, S. (January 2022, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)

   Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)

   We developed the Systems Thinking (ST) and Computational Thinking (CT) Identification Tool (ID Tool) to identify student involvement in ST and CT as they construct and revise computational models. Our ID Tool builds off the ST and CT Through Modeling Framework, emphasizing the synergistic relationship between ST and CT and demonstrating how both can be supported through computational modeling. This paper describes the process of designing and validating the ID Tool with special emphasis on the observable indicators of testing and debugging computational models. We collected 75 hours of students’ interactions with a computational modeling tool and analyzed them using the ID Tool to characterize students’ use of ST and CT when involved in modeling. The results suggest that the ID Tool has the potential to allow researchers and practitioners to identify student involvement in various aspects of ST and CT as they construct and revise computational models. 

   more » « less