Jon Good

Computational thinking in compulsory education: Towards an agenda for research and practice

Computational Thinking is considered a universal competence, which should be added to every child’s analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert’s work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.

Computational Thinking as an Emerging Competence Domain

Computational thinking is a problem-solving skill set, which includes problem decomposition, algorithmic thinking, abstraction, and automation. Even though computational thinking draws upon concepts fundamental to computer science (CS), it has broad application to all disciplines. It has been suggested that computational thinking is an essential twenty-first century skill that should be added to every students’ analytical ability. In this chapter, we discuss key computational thinking ideas and how they relate to primary and secondary education. We present efforts in three countries – England, the Netherlands, and the United States – to embed computational thinking in the schools. Using the framework of competencies as cognitive dispositions, we further explore how to develop computational thinking competencies in children and youth. Specifically, we provide examples of how computational thinking would manifest in the primary and secondary education across the disciplines. We also discuss how computational thinking ideas are relevant to vocational education and training. In particular, we support the viewpoint of digital literacy as a key component of computational thinking and the need to incorporate it into vocational education and training. We also provide directions for future research on the role of computational thinking in primary, secondary, and vocational education. In summary, we argue that computational thinking is a broadly applicable competence domain, which is important for individuals to be successful in today’s technological society, to increase interest in information technology (IT), and to support inquiry in other disciplines.

Computational Thinking in Teacher Education

Computational thinking (CT) has been offered as a cross-disciplinary set of mental skills that are drawn from the discipline of computer science. Existing literature supports the inclusion of CT within the K-12 curriculum, within multiple subjects, and from primary grades upward. The use of computers as a context for CT skills is often possible, yet care must be taken to ensure that CT is not conflated with programming or instructional technology, in general. Research had suggested that instructing preservice teachers in the use of CT can help them develop a more accurate and nuanced understandings of how it can be applied to the classroom. This chapter reports results from a study about preservice teachers’ conceptions of CT and how it can be implemented within their classrooms. Results suggested that preservice teachers with no previous exposure to CT have a surface level understanding of computational thinking. Participants largely defined CT in terms of problem-solving, logical thinking, and other types of thinking and often requiring the use of computers. The chapter offers implications for teacher educators to embed computational thinking in preservice education courses through educational technology as well as content specific methods courses.

Methodological Rigor and Theoretical Foundations of CS Education Research

The problem of the lack of rigor in CS education research has frequently been discussed and examined. Previous reviews of the literature have examined rigor on both theoretical and methodological dimensions, among others. These reviews have also looked at differences in indicators of rigor between conference proceedings and journal publications. However, to date there is no comprehensive review that has examined the intersection of methodological and theoretical quality. This paper reports results from a literature review in which we analyzed both the use of theory and methodological rigor of four years of CS education research from the Computer Science Education (CSE) journal and the proceedings of the International Computing Education Research (ICER) conference. The goal was to provide an updated and expanded picture of the methodological quality and use of theory in the most rigorous CS education publications, as well as to compare between conference proceedings and journal publications on these dimensions. Our focus was on research that draws upon learning theory from education, psychology and other disciplines outside CS education. The results of our review show a different picture than earlier reviews. Focus on empirical results in conference proceedings articles has surpassed that of journal publications, and empirical studies are significantly more likely to make use of theory from outside CS education. Overall, our analysis shows a significant increase in the proportion of articles drawing on theory from outside CS education, compared to earlier literature reviews, whereas indicators of methodological quality show no such change.

Computational Thinking in K-12: In-service Teacher Perceptions of Computational Thinking

Computational thinking (CT) has been described as a problem-solving approach that draws from the practices of computer science (CS). Computer science ideas and practices influence multiple domains, from simplifying complex tasks and problems through problem decomposition to using automation to increase the speed and efficiency of solving those problems. Computational thinking is, thus, described as a set of mental skills, a disposition common to most fields, and computer science concepts that can impact those fields decontextualized from programming and hardware. Researchers and educators have worked to integrate CT into multiple subjects in K-12. This takes the form of both identifying instances of CT already being used in existing teacher practices and identifying areas where disciplinary practices can be changed through the latest application of computational tools. This chapter reports the results from a study to examine practicing teachers’ views of CT and how those views compare to how computer science education researchers define CT. Results from this study suggest that teachers’ conceptions of CT include important aspects of the CT literature, yet there are several common misconceptions about CT. We discuss implications of our findings on how to engage non-computing K-12 teachers in computational thinking and develop their competencies to incorporate CT within the context of their subject area. The goal of this discussion is to inform in-service and preservice teacher development efforts and clarify how CT applies to disciplinary knowledge within K-12 education.

Computational Thinking as a Computer Science Education Framework and the Related Effects on Gender Equity

I have recently completed my third year of study in the Educational Psychology and Educational Technology doctoral program at Michigan State University. I have successfully completed all of my coursework and comprehensive/qualifying exams. I will be proposing my dissertation study in the Fall semester of 2016 and expect to defend my dissertation in the Fall semester of 2017. My prior research has been focused on issues related to computational thinking, creativity, and computer science education. I am currently developing my literature review and honing my core research questions. I hope to subsequently develop my research methods and measures more fully, with plans to begin fieldwork in Fall of 2016.