scholarly journals Computational apprenticeship: Cognitive apprenticeship for the digital era

Author(s):  
Hayden Fennell ◽  
Joseph A. Lyon ◽  
Aasakiran Madamanchi ◽  
Alejandra J. Magana

The conceptualization of Computational Thinking as a cross-cutting skill with relevance across disciplines has ushered in wide-ranging efforts to increase computational education in all facets of education. However, the majority of initiatives for integrated computing education have focused on K-12 settings, as has most education research around computational thinking. At the postsecondary level, computing education remains largely siloed within specific programming courses and has not been well-integrated throughout the STEM curriculum. Current instructional approaches often leave students poorly prepared to transfer their computing knowledge to solve new real-world problems. Additionally, there is limited education research into how best to develop computational thinking among postsecondary students. In fact, education research into computational thinking remains undertheorized and is often definitional in nature. Here, we integrate computational thinking with the educational psychology concept of adaptive expertise. Finally, we contextualize computational thinking within constructivist learning theories by introducing computational apprenticeship, an application of cognitive apprenticeship to computing. Computational apprenticeship provides a research and practice model for supporting the development of computational adaptive expertise.

2021 ◽  
pp. 0013189X2110579
Author(s):  
Yasmin B. Kafai ◽  
Chris Proctor

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.


Author(s):  
Alessio Gaspar ◽  
Sarah Langevin ◽  
Naomi Boyer

This chapter discusses a case study of the application of technology to facilitate undergraduate students’ learning of computer programming in an Information Technology department. The authors review the evolution of the didactic of introductory programming courses along with the learning barriers traditionally encountered by novice programmers. The growing interest of the computing education research community in a transition from instructivist to constructivist strategies is then illustrated by several recent approaches. The authors discuss how these have been enabled through the use of appropriate technologies in introductory and intermediate programming courses, delivered both online and face to face. They conclude by discussing how the integration of technology, and the switch to online environments, has the potential to enable authentic student-driven programming pedagogies as well as facilitate formal computing education research or action research in this field.


Author(s):  
Aldo Von Wangenheim ◽  
Christiane Gresse von Wangenheim ◽  
Fernando S. Pacheco ◽  
Jean C. R. Hauck ◽  
Miriam Nathalie F. Ferreira

Computing education in schools faces several problems, such as a lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating the teaching of computing within other subjects, creating the need to motivate teachers from other disciplines to teach computing in middle school. Therefore, the motivation and training of in-service teachers becomes crucial, as they need to have computing content and technological knowledge as well as pedagogical content knowledge. Yet, so far there exist very few training programs. Thus, as part of a comprehensive outreach program, we present a study on a one-day taster workshop for middle school teachers on physical computing education. Participants learn computer programming practice and computational thinking by programming an interactive robot. The workshop also approaches pedagogical aspects for teaching computing and technical issues regarding the installation and preparation of the required hardware/software. Preliminary results of its application with public school teachers in Florianopolis/Brazil are positive, motivating the majority of participants to introduce computing into their classes. However, our results also highlight that in order to enable teacher to apply the workshops effectively, longer training courses and ongoing support is required.


2013 ◽  
pp. 1068-1093
Author(s):  
G. Barbara Demo ◽  
Michele Moro ◽  
Alfredo Pina ◽  
Javier Arlegui

In this chapter, the authors describe an inquiry-based science education (IBSE) theoretical framework as it was applied to robotics activities carried out in European K-12 classrooms during the last six years. Interactions between IBSE, problem-based learning, constructivist/constructionist learning theories, and technology are discussed. Example activities demonstrate that educational robotics capitalizes on the digital curiosity of young people. This leads to concrete experiences in STEM content areas and spreads computational thinking to all school types and levels. Cooperation among different stakeholders (students, teachers, scientific and disseminating institutions, families) is emphasized in order to exploit in and out of the classroom school resources, competencies, and achievements and for implementing peer-to-peer education among students and teachers in the same class/school or from different schools.


2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>


2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>


Author(s):  
G. Barbara Demo ◽  
Michele Moro ◽  
Alfredo Pina ◽  
Javier Arlegui

In this chapter, the authors describe an inquiry-based science education (IBSE) theoretical framework as it was applied to robotics activities carried out in European K-12 classrooms during the last six years. Interactions between IBSE, problem-based learning, constructivist/constructionist learning theories, and technology are discussed. Example activities demonstrate that educational robotics capitalizes on the digital curiosity of young people. This leads to concrete experiences in STEM content areas and spreads computational thinking to all school types and levels. Cooperation among different stakeholders (students, teachers, scientific and disseminating institutions, families) is emphasized in order to exploit in and out of the classroom school resources, competencies, and achievements and for implementing peer-to-peer education among students and teachers in the same class/school or from different schools.


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