scholarly journals Computer Science and Computational Thinking Across the Early Elementary Curriculum (Work in Progress)

2021 ◽  
Author(s):  
Kenneth Berry
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Elementary Curriculum ◽  
Work In Progress

Why Teach Coding to Early Elementary Learners

2021 ◽  
pp. 21-40
Author(s):  
Claudia M. Mihm
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Childhood Education ◽  
The Core ◽  
Core Concepts ◽  
Way Of Thinking

As coding and computer science become established domains in K-2 education, researchers and educators understand that children are learning more than skills when they learn to code – they are learning a new way of thinking and organizing thought. While these new skills are beneficial to future programming tasks, they also support the development of other crucial skills in early childhood education. This chapter explores the ways that coding supports computational thinking in young children and connects the core concepts of computational thinking to the broader K-2 context.

Asserting parallel computational thinking into an undergraduate computer science curriculum

2011 ◽  
Author(s):  
Edusmildo Orozco ◽  
Rafael Arce-Nazario ◽  
Peter Musial ◽  
Cynthia Lucena-Roman ◽  
Zoraida Santiago
Keyword(s):  
Computer Science ◽  
Science Curriculum ◽  
Computational Thinking ◽  
Computer Science Curriculum

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

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