A Model for Developing Computational Thinking Skills

Computer science concepts have an important part in other subjects and thinking computationally is being recognized as an important skill for everyone, which leads to the increasing interest in developing computational thinking (CT) as early as at the comprehensive school level. Therefore, research...

Full description

Saved in:
Bibliographic Details
Published inInformatics in education Vol. 19; no. 1; pp. 113 - 128
Main Authors PALTS, Tauno, Pedaste, Margus
Format Journal Article
LanguageEnglish
Published Vilnius Vilniaus Universiteto Leidykla 2020
Vilnius University Press
Institute of Mathematics and Informatics
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences
Vilnius University
Subjects
Algorithms
Cognitive Processes
Computation
computational thinking
Computer science
Computer Science Education
Computer Use
Critical thinking
Daily Living Skills
Data Analysis
Definitions
Digital libraries
Digital systems
Discovery tools
Electronic Libraries
Elementary Secondary Education
ICT Information and Communications Technologies
Influence of Technology
Iterative methods
k-12
Literature reviews
Pattern Recognition
Problem Solving
Reference Materials
Science education
Science Instruction
Scientific papers
Scientists
Search engines
Skill Development
Skills
stem
STEM Education
Systematic review
Thinking Skills
World Problems
Computer science
computational thinking
problem solving
K12
STEM
Online AccessGet full text

Cover

More Information
Summary:Computer science concepts have an important part in other subjects and thinking computationally is being recognized as an important skill for everyone, which leads to the increasing interest in developing computational thinking (CT) as early as at the comprehensive school level. Therefore, research is needed to have a common understanding of CT skills and develop a model to describe the dimensions of CT. Through a systematic literature review, using the EBSCO Discovery Service and the ACM Digital Library search, this paper presents an overview of the dimensions of CT defined in scientific papers. A model for developing CT skills in three stages is proposed: i) defining the problem, ii) solving the problem, and iii) analyzing the solution. Those three stages consist of ten CT skills: problem formulation, abstraction, problem reformulation, decomposition, data collection and analysis, algorithmic design, parallelization and iteration, automation, generalization, and evaluation.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1648-5831
2335-8971
DOI:10.15388/INFEDU.2020.06