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    Computational Thinking: Talking Point

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    Mathias Tejera
    This document discusses research on approaches and tools that can promote computational thinking in the classroom. It suggests that computational thinking is a fundamental skill useful across subjects and in the real world for problem solving. Several approaches are discussed, including educational robotics, visual programming languages, and "unplugged" activities without computers. The document implies that further research is needed to understand how to effectively integrate these approaches into classroom instruction to support learning computational thinking.

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    Computational Thinking: Talking Point

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    Mathias Tejera
    53 views2 pages
    This document discusses research on approaches and tools that can promote computational thinking in the classroom. It suggests that computational thinking is a fundamental skill useful across subjects and in the real world for problem solving. Several approaches are discussed, including educational robotics, visual programming languages, and "unplugged" activities without computers. The document implies that further research is needed to understand how to effectively integrate these approaches into classroom instruction to support learning computational thinking.

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    This document discusses research on approaches and tools that can promote computational thinking in the classroom. It suggests that computational thinking is a fundamental skill useful across subjects and in the real world for problem solving. Several approaches are discussed, including educational robotics, visual programming languages, and "unplugged" activities without computers. The document implies that further research is needed to understand how to effectively integrate these approaches into classroom instruction to support learning computational thinking.

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    Download as PDF, TXT or read online from Scribd
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    53 views2 pages

    Computational Thinking: Talking Point

    Uploaded by

    Mathias Tejera
    This document discusses research on approaches and tools that can promote computational thinking in the classroom. It suggests that computational thinking is a fundamental skill useful across subjects and in the real world for problem solving. Several approaches are discussed, including educational robotics, visual programming languages, and "unplugged" activities without computers. The document implies that further research is needed to understand how to effectively integrate these approaches into classroom instruction to support learning computational thinking.

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    DOPPIO

    IN PARTNERSHIP WITH
    ISSUE 19 APRIL 2019
    RESEARCH, FILTERED BY CAMBRIDGE MATHEMATICS

    TALKING POINT: Computational thinking


    WHAT DOES RESEARCH ‘Not simply to think like a computer’
    (Wing, 2006)
    SUGGEST ABOUT
    APPROACHES AND
    TOOLS THAT PROMOTE
    COMPUTATIONAL THINKING
    IN THE CLASSROOM?
    Decomposition Abstraction
    Breaking a complex Modelling core
    problem down into aspects of a problem
    smaller parts
    IN SUMMARY
    • CT is a fundamental skill useful
    for diverse subjects and can
    be promoted through various
    approaches and tools Algorithms Debugging
    Producing desired Identifying and
    • Further research is needed to solutions sequentially fixing errors
    investigate how these approaches
    and tools can be used effectively
    in the classroom to support the
    learning and teaching of CT

    • Educational robotics can be used


    for learners as young as 4 to
    learn basic CT and programming Adapted from Shute, Sun & Asbell-Clarke (2017)
    concepts. This approach has been
    shown to enhance mathematics 1
    and science understanding that is Computational thinking (CT) uses cognitive processes that are useful across
    beyond the development of school subjects and also in the real world, where problems are often ill-
    CT skills. defined3. ‘The thoughtful use of computational tools and skillsets can deepen
    learning of mathematics and science content’4 and some researchers
    advocate teaching it as a fundamental skill applicable across most subjects1.
    • It is important to consider learners’
    There are several approaches and tools—each with different implications—to
    developmental stages when using
    foster CT. However, further research is needed to investigate how they can be
    robotics tools to promote CT
    used effectively in the classroom to support learning and teaching.
    • Visual programming languages IMPLICATIONS: CT uses thought processes that are helpful for problem-
    are good introductory tools solving across school subjects and in the real world
    to deliver basic computer
    science concepts Further research is needed to shed light on how these approaches and tools
    can promote CT effectively in the classroom
    • When using visual programming
    languages, teachers can
    encourage learners to share ‘Computational thinking is a ‘…computational thinking
    thought processes so that the fundamental skill for everyone, includes a broad range of
    focus is on thinking processes as not just for computer scientists. To mental tools and concepts from
    well as output reading, writing, and arithmetic, computer science that help
    we should add computational people solve problems, design
    • ‘Unplugged’ activities are thinking to every child’s systems, [and] understand
    alternative economical ways to analytical ability’ human behavior’
    promote CT without the use of
    Wing, 2006 National Research Council,
    a computer
    2011
    2
    Educational robotics offers engaging experiences at all levels of education7 and even to learners as young as 4-6 years
    old5. As ‘objects to think with’6, robotic tools create an exploratory environment for learners to design, problem-solve and
    program while constructing knowledge. This enhances mathematics and science understanding while contributing to their
    STEM aspirations7. Learners who participated in a robotics curriculum demonstrated significant gains in CT knowledge and
    skills8. However, it is important for teachers to utilise developmentally appropriate robotic tools to promote computational
    concepts, practices and perspectives successfully 7.
    IMPLICATIONS: Educational robotics can be a meaningful way to introduce simple CT and programming concepts to
    learners as early as 4-6 years old
    Robotics activities provide a platform for learners to learn-by-doing, which enhances learners’ motivation
    Using robotics can help enhance understanding in mathematics and science while contributing to STEM aspirations
    for learners
    The success of promoting CT through robotic tools may depend on whether they are compatible with the developmental
    stages of learners

    3
    Visual programming languages such as Scratch and Alice are gaining popularity as tools to promote CT in the classroom.
    Due to their strong pedagogical link to constructionism6, these tools encourage learners to create artefacts (i.e. graphics
    and animation) and thereby the development of CT concepts, practices and perspectives. Research suggests that child-
    friendly programming languages such as these are typically easy enough for beginners to pick up computer science
    concepts (low-floor) while allowing them to create sophisticated programs (high-ceiling)9. In the process, learners explore
    CT concepts through experimentation or tinkering. Higher-attaining learners usually tinker more, suggesting that this
    approach might be more appropriate for them10 whilst more scaffolding may be needed with lower-attaining learners. To
    avoid hindering conceptual understanding, learners should be encouraged to explain their thought processes in their own
    language before coding. This ensures that thinking processes are equally valued as outcomes11 12.
    IMPLICATIONS: Visual programming languages are good introductory tools for learners to practice CT skills while
    learning basic computer science concepts
    Whilst it is beneficial to higher-attaining learners to use problems that facilitate tinkering, it is important to provide more
    scaffolding for lower-attaining learners
    Teachers should ask learners to explain their thought processes explicitly prior to block-based coding so that thinking
    skills are both valued and fostered

    4
    The approaches above emphasise the hardware and programming aspect of CT; ‘unplugged’ activities provide alternative
    ways to develop learners’ problem-solving skills in CT13. For example, using playful board (or paper-based) games,
    competitions, and ‘magic’ tricks demonstrate CT processes14 (see csunplugged.org). This approach may be particularly
    useful for schools that do not have other resources or infrastructure in place (i.e. computers, technological devices, trained
    computing teachers). CT concepts delivered by unplugged activities can be embedded in diverse subject areas, or used
    towards transitioning to plugged-in activities15. Teachers and students consider CT unplugged lessons as a good alternative
    to regular, on-line computer science class16 and research suggests that learners who took part in unplugged activities
    improved their CT skills significantly compared with learners who did not17.
    IMPLICATIONS: ‘Unplugged’ activities such as engaging board games are alternative ways to deliver CT concepts
    without the requirement of a computer
    They can be an economical way to enhance CT skills, which could be particularly useful for schools that have
    fewer resources
    Teachers and students find unplugged activities a motivating way to learn CT—this motivation extends to increased
    interest and confidence in learning computer science and mathematics

    Rina P.Y. Lai, 2019

    REFERENCES
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    ACM, 49(3), 33-35. Shoop, R. (2017). Developing computational thinking through a virtual Analysis of linkages between an unplugged activity and the
    robotics programming curriculum. ACM Transactions on Computing development of computational thinking. Computer Science
    2. National Research Council. (2011). Report of a workshop on the Education (TOCE), 18(1),1-20. Education, 28(3), 255–279.
    pedagogical aspects of computational thinking. Washington, DC:
    The National Academies Press. 9. Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of 14. Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer
    computational thinking through programming: What is next for K-12? science unplugged: school students doing real computing without
    3. Cuny, J., Snyder, L., & Wing, J. (2010). Demystifying computational Computers in Human Behaviour, 41, 51-61. computers. New Zealand Journal of Applied Computing and
    thinking for non computer scientists. Unpublished Manuscript. Information Technology, 13(1), 20–29.
    10. Rose, S., Habgood, J., & Jay, T. (2017). An exploration of the role
    4. Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & of visual programming tools in the development of young children’s 15. Caldwell, H., & Smith, N. (2016). Teaching computing unplugged
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    5. Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). computing. Philosophical Transactions of the Royal Society A: & Vette, K. de. (2017). Teaching computational thinking to primary
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    6. Papert, S. (1980). Mindstorms: Children, computers, and powerful 12. Lai, R.P.Y. (in press). Exploring the cognitive mechanism of 17. Brackmann, C. P., Román-González, M., Robles, G., Moreno-León,
    ideas. New York: Basic Books, Inc. computational thinking and its educational implications. In The J., Casali, A., & Barone, D. (2017). Development of computational
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    a vehicle for computational thinking (Master’s thesis). Retrieved from Education 2019 Conference. Hong Kong: The Education University Proceedings of the 12th Workshop on Primary and Secondary
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