Computational Thinking: A 21st Century Skill

2017 ◽  
Vol 11 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Yahya TABESH ◽  
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
21St Century Skill

scholarly journals Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

2018 ◽  
Vol 11 (4) ◽  
pp. 29 ◽  
Author(s):  
Halil Ibrahim Haseski ◽  
Ulas Ilic ◽  
Ufuk Tugtekin
Keyword(s):  
Content Analysis ◽  
Problem Solving ◽  
21St Century ◽  
Daily Life ◽  
Computational Thinking ◽  
Comprehensive Approach ◽  
21St Century Skill

Computational Thinking is a skill that guides the 21th century individual in the problems experienced during daily life and it has an ever-increasing significance. Multifarious definitions were attempted to explain the concept of Computational Thinking. However, it was determined that there was no consensus on this matter in the literature and several different concepts were mentioned in the definitions found in the literature. It was considered that this fact made it difficult to understand the concept of Computational Thinking. To establish a more comprehensive approach, the present study aimed to identify the concepts that are included in the Computational Thinking definitions that were presented in previous studies. It also aimed to reveal trends in the identified concepts throughout the years. As a result of the search, a total of 59 definitions were identified and a content analysis was conducted on these definitions. Analysis results demonstrated that Computational Thinking was defined based on several concepts such as problem solving, technology, thinking, individual and social qualities. Furthermore, it was determined that statements on thinking were prominent before 2006, and today, emphasis on problem solving and technology became more significant. It was considered that the present study would contribute to a better understanding of the Computational Thinking concept. At the end of the study, certain suggestions were presented for further research.

EXPLORING THE FIELD OF COMPUTATIONAL THINKING AS A 21ST CENTURY SKILL

2016 ◽  
Author(s):  
Stefania Bocconi ◽  
Augusto Chioccariello ◽  
Giuliana Dettori ◽  
Anusca Ferrari ◽  
Katja Engelhardt ◽  
...  
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
21St Century Skill

Cognitive Skills You Need for the 21st Century

2020 ◽  
Author(s):  
Stephen K. Reed
Keyword(s):  
21St Century ◽  
Cognitive Skills ◽  
Computational Thinking ◽  
World Economic Forum ◽  
Action Categorization ◽  
Visuospatial Reasoning ◽  
The World ◽  
Imperfect Knowledge ◽  
World Economic ◽  
Knowledge Strategies

Cognitive Skills You Need for the 21st Century begins with the Future of Jobs Report 2018 of the World Economic Forum that describes trending skills through the year 2022. To assist with the development of these skills, the book describes techniques that should benefit everyone. The 20 chapters occupy 6 sections on acquiring knowledge (comprehension, action, categorization, abstraction), organizing knowledge (matrices, networks, hierarchies), reasoning (visuospatial reasoning, imperfect knowledge, strategies), problem-solving (problems, design, dynamics), artificial intelligence (data sciences, explainable AI, information sciences, general AI), and education (complex systems, computational thinking, continuing education). Classical research, recent research, personal anecdotes, and a few exercises provide a broad introduction to this critical topic.

scholarly journals Development of 21st Century Skill Scales as Perceived by Students

2015 ◽  
Vol 191 ◽  
pp. 737-741 ◽  
Author(s):  
Namthip Ongardwanich ◽  
Sirichai Kanjanawasee ◽  
Chanatip Tuipae
Keyword(s):  
21St Century ◽  
21St Century Skill

scholarly journals What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula

2021 ◽  
Vol 7 (1) ◽  
pp. 92
Author(s):  
Gülcan Mıhladız Turhan ◽  
Işıl Açık Demirci
Keyword(s):  
Mathematics Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Cognitive Skills ◽  
Phenomenological Study ◽  
Service Science ◽  
21St Century Skill ◽  
And Mathematics ◽  
Knowledge Usage ◽  
Science And Mathematics Teachers

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.

scholarly journals A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

2021 ◽  
pp. 0013189X2110579
Author(s):  
Yasmin B. Kafai ◽  
Chris Proctor
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Creative Expression ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Computing Education ◽  
The Past ◽  
College And Career ◽  
The World ◽  
K 12

Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

The Use of 3D Technologies to Support Computational Thinking in STEM Education

2020 ◽  
pp. 425-459
Author(s):  
Panagiotis Angelopoulos ◽  
Alexandros Balatsoukas ◽  
Adina Nistor
Keyword(s):  
Critical Thinking ◽  
3D Printing ◽  
Secondary School ◽  
21St Century ◽  
Three Dimensional ◽  
Computational Thinking ◽  
School Level ◽  
Technology Literacy ◽  
Thinking Skill ◽  
New Strategies

Computational thinking (CT) is increasingly emerging as a thinking skill to support the development of 21st century skills such as critical thinking, creativity, collaboration, or technology literacy, essential for students to become successful in an increasingly complex society. Educators are always looking for new strategies for developing these skills in students. Three-dimensional (3D) printing and scanning technologies are sufficiently mature and economically accessible to be used at the school level. By using 3D technologies, students explore, invent, discover, and engage in real problems and situations. This study explores the use of 3D printing technologies in a secondary school in Athens over the course of two school years. The study investigates if 3D technologies can support the development of CT skills in students.

The Use of 3D Technologies to Support Computational Thinking in STEM Education

2022 ◽  
pp. 573-608
Author(s):  
Panagiotis Angelopoulos ◽  
Alexandros Balatsoukas ◽  
Adina Nistor
Keyword(s):  
Critical Thinking ◽  
3D Printing ◽  
Secondary School ◽  
21St Century ◽  
Three Dimensional ◽  
Computational Thinking ◽  
School Level ◽  
Technology Literacy ◽  
Thinking Skill ◽  
New Strategies

Computational thinking (CT) is increasingly emerging as a thinking skill to support the development of 21st century skills such as critical thinking, creativity, collaboration, or technology literacy, essential for students to become successful in an increasingly complex society. Educators are always looking for new strategies for developing these skills in students. Three-dimensional (3D) printing and scanning technologies are sufficiently mature and economically accessible to be used at the school level. By using 3D technologies, students explore, invent, discover, and engage in real problems and situations. This study explores the use of 3D printing technologies in a secondary school in Athens over the course of two school years. The study investigates if 3D technologies can support the development of CT skills in students.

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