.png){kind=icon}
返回
Demystifying computational thinking
.png){kind=icon}
OA
AI
DOI：10.1016/j.edurev.2017.09.003.png)
.png){kind=icon}
.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
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. (C) 2017 Elsevier Ltd. All rights reserved.
Keyword:
Computational thinking
Computational literacy
Problem solving
Programming
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
IF:
10.6
论文数:
1.6K
被引数:
7.4K
机构
引用论文
Direct and Indirect Determination of Binding Constants of Drug-Protein Complexes with Microparticles
PREAI
分享收藏Computational thinking and thinking about computing计算思维和关于计算的思考.png)
PHILOSOPHICAL TRANSACTIONS OF THE ROYAL SOCIETY A-MATHEMATICAL PHYSICAL AND ENGINEERING SCIENCESOAAI
PHILOSOPHICAL TRANSACTIONS OF THE ROYAL SOCIETY A-MATHEMATICAL PHYSICAL AND ENGINEERING SCIENCESIF3.7
OAAI分享收藏
查看更多内容