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.

scholarly journals Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

2017 ◽  
Vol 6 (1) ◽  
pp. 79 ◽  
Author(s):  
Eden J.V. Hennessey ◽  
Julie Mueller ◽  
Danielle Beckett ◽  
Peter A. Fisher
Keyword(s):  
Elementary School ◽  
Content Analysis ◽  
Problem Solving ◽  
Qualitative Analysis ◽  
Computer Science ◽  
21St Century ◽  
Computational Thinking ◽  
School Curriculum ◽  
Almost All ◽  
Relevant Consideration

Given a growing digital economy with complex problems, demands are being made for education to addresscomputational thinking (CT) – an approach to problem solving that draws on the tenets of computer science. Weconducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-relatedterms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysisstrategy provided frequencies of terms, and a qualitative analysis provided information about how and where termswere being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts andperspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades.Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives;however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Futureresearch would benefit from continued examination of the implementation and assessment of CT and its relatedconcepts, practices, and perspectives.

scholarly journals Étude de la littérature sur la créativité en sciences de l’éducation dans les pays francophones

2021 ◽  
Vol 55 (3) ◽  
pp. 588-618
Author(s):  
Cindy De Smet ◽  
Mary-Beatrice Raileanu ◽  
Margarida Romero
Keyword(s):  
Content Analysis ◽  
Problem Solving ◽  
Literature Review ◽  
Personal Development ◽  
Scientific Literature ◽  
Computational Thinking ◽  
Educational Programs ◽  
French Language ◽  
Creativity Development ◽  
Educational Sciences

The term “creativity” is used in a wide variety of ways in professional, technological, socio-economical and educational contexts. In this paper, an exploratory literature review of the French-language scientific literature in educational sciences was conducted, revealing the fields of knowledge that mobilize the creativity concept. Both a descriptive and a categorical content analysis were employed. The results of these analyses allowed us to situate the context of creativity and to identify five fields of knowledge: 1) teaching and personal development, 2) problem solving and computational thinking, 3) artistic approach, 4) training and/or educational programs, and 5) creativity development factors.

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

Multiple Case Studies About Robotics in Compulsory Education

2022 ◽  
pp. 100-129
Author(s):  
Maria José Loureiro ◽  
Cecília Vieira Guerra ◽  
Isabel Cabrita ◽  
Filipe T. Moreira
Keyword(s):  
Content Analysis ◽  
Case Studies ◽  
21St Century ◽  
Computational Thinking ◽  
Compulsory Education ◽  
Economic Conditions ◽  
Qualitative Case Studies ◽  
Tangible Programming ◽  
Multiple Case ◽  
Multiple Case Studies

Programming is fundamental to the development of computational thinking, one of the essential skills for the 21st century. Tangible programming can be a powerful ally of this process from an early age, especially if it supports STEM tasks areas and inclusion. These are the pillars of the TangIn project, under which four qualitative case studies were developed with the aim of to evaluate the lesson plans designed within the scope of the project and the potential of its implementation for the development of the mentioned dimensions. The statistical and content analysis which the questionnaires applied to 43 teachers from Portugal, Spain, Bulgaria, and Latvia were submitted to conclude that students were always very committed and motivated during activities and developed specific and transversal skills related to STEM, including the ability to program and value colleagues, what contributed to its inclusion, regardless of sex and socio-economic conditions.

Examining the Current Definitions of Computational Thinking

2022 ◽  
pp. 224-252
Author(s):  
Kadir Demir ◽  
Cansu Çaka ◽  
Nihal Dulkadir Yaman ◽  
Hakan İslamoğlu ◽  
Abdullah Kuzu
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Human Behavior ◽  
Daily Life ◽  
Computational Thinking ◽  
Current Situation ◽  
Early Age ◽  
Algorithmic Problem ◽  
The World ◽  
Basic Concepts

Computational thinking involves understanding human behavior, designing systems and solving problems by applying the mental tools that reflect the computer science and basic concepts. Development of frameworks of computational thinking helps integrate computational thinking into education and daily life. It is important for students to start using the computational methods and tools as well as algorithmic problem solving in their educations from kindergarten level to university level. Importance of training on programming at early age was explained. In addition, the current situation of programming in education in the world was reviewed. Then curricula and projects in different countries were summarized. It is necessary to start studies at an early age to help individuals acquire these skills.

Makerspaces as Learning Environments to Support Computational Thinking

2021 ◽  
pp. 176-200
Author(s):  
Amanda L. Strawhacker ◽  
Miki Z. Vizner
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Environments ◽  
21St Century ◽  
Cognitive Processes ◽  
Physical Environment ◽  
Computational Thinking ◽  
21St Century Learning ◽  
Specific Task ◽  
Technological Tools

Makerspaces are technology-rich learning environments that can uniquely support children's development. In education communities, makerspaces have become sites to take up explorations of personally-motived problem solving, and have been tied to 21st century learning outcomes of perseverance, creativity, persistence, and computational thinking. Elsewhere in this book, Bers described computational thinking as the set of skills and cognitive processes required to give instructions for a specific task in such a way that a computer could carry it out. But Bers also argued that the purpose of computational thinking is to cultivate a fluency with technological tools as a medium of expression, not an end in itself. Computational making is part of this expression. This chapter explores the ways in which tools, facilitation, and the physical environment can support children's engagement with powerful ideas of computational thinking through making.

Examining the Current Definitions of Computational Thinking

2018 ◽  
pp. 36-64 ◽  
Author(s):  
Kadir Demir ◽  
Cansu Çaka ◽  
Nihal Dulkadir Yaman ◽  
Hakan İslamoğlu ◽  
Abdullah Kuzu
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Human Behavior ◽  
Daily Life ◽  
Computational Thinking ◽  
Current Situation ◽  
Early Age ◽  
Algorithmic Problem ◽  
The World ◽  
Basic Concepts

Computational thinking involves understanding human behavior, designing systems and solving problems by applying the mental tools that reflect the computer science and basic concepts. Development of frameworks of computational thinking helps integrate computational thinking into education and daily life. It is important for students to start using the computational methods and tools as well as algorithmic problem solving in their educations from kindergarten level to university level. Importance of training on programming at early age was explained. In addition, the current situation of programming in education in the world was reviewed. Then curricula and projects in different countries were summarized. It is necessary to start studies at an early age to help individuals acquire these skills.

Keselarasan Landasan Filosofis Buku Ajar ‘Bahasa Inggris’ Dengan Landasan Filosofis Pada Kurikulum 2013

2020 ◽  
Vol 4 (1) ◽  
pp. 64
Author(s):  
Saptin Dwi Setyo Hastuti
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Problem Solving ◽  
Curriculum Development ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Character Development ◽  
Social Reconstruction ◽  
Creativity And Innovation

Philosophy is one of three aspects of curriculum development. It is used for determining the purposes and the process of teaching and learning. Considering this issue, textbooks must represent the ideas of the curriculum. It has to be developed in harmony with the curriculum’s philosophic foundation. It is to realize the purposes of teaching and learning which are emphasized on students’ critical thinking and character development. This study is aimed to reveal the philosophic foundation of Bahasa Inggris XI and its compatibility with curriculum 2013. This study was inferential content analysis. The object of this study was Bahasa Inggris XI textbook. There were two kinds of unit data, i.e. physical and referential units. The sample of this study were five main chapters and three enrichment chapters. The inferences were conducted by utilizing the linguistic and communication construct analysis. It was conducted after recording and categorizing the data. The inferences were analyzed by applying attributions analysis. There were 11 conclusions made from the analysis. Regarding the results, there were six philosophic foundations in the Bahasa Inggris textbook. They were existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. There were also six philosophic foundations in curriculum 2013. They were essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. Both Bahasa Inggris textbook and curriculum 2013 focused on developing students’ character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.

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