Demystifying computational thinking

<%"---"%> tags: 📥️/📜️/🟥️ publish: true aliases: - Demystifying computational thinking - shute2017a url: https://consensus.app/papers/demystifying-computational-thinking-shute-sun/1ce7e68e0cb056e585713742ba1c8f70/ doi: citekey: shute2017a keywords: Computational literacy, Programming, CT-Resolución Problemas, CT-Computational Thinking authors: [V. Shute, Chen Sun, J. Asbell-Clarke] type: paper status: created: updated: <%"---"%> ```dataview TABLE created, updated as modified, tags, type, related FROM " " WHERE contains(related, "shute2017a") ``` > [!link]- > zotero_link:: [PDF](zotero://select/library/items/VYD92L5T) > [!cite]- > citekey:: shute2017a > [!abstract]- > abstract:: 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. > [!keywords]- > keywords:: Computational literacy, Programming, CT-Resolución Problemas, CT-Computational Thinking > [!authors]- > authors:: V. Shute, Chen Sun, J. Asbell-Clarke > [!meta]- > url:: https://consensus.app/papers/demystifying-computational-thinking-shute-sun/1ce7e68e0cb056e585713742ba1c8f70/ > doi:: > [!related]- > [!hypothesis]- > hypothesis:: > [!methodology]- > methodology:: > [!result]- Result(s) > results:: > [!summary]- Summary of Key Points > summary:: ## Notes | Highlight Color | Meaning | | ---------------------------------------------- | --------------------------- | | Red | información imprescindible | | Orange | Información Importante | | Yellow | Información Interesante | | Green | Temas y sub temas | | Blue | Citas relevantes del autor | | Purple | Temas nuevos por investigar | - "Based on the literature, we categorized CT into six main facets: decomposition, abstraction, algorithm design, debugging, iteration, and generalization.” [Page ](zotero://open-pdf/library/items/VYD92L5T?page=&annotation=VXLLIPXP) Tag - "1. Introduction” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=AG76PLAN) Tag - "Today, the rapid onset of computers in the 20th century is forcing an analogous revolution where digital literacy is now an essential skill to succeed in our complex, digital 21st century world. And although we don't all need to become software engineers, the majority of us do use computers daily and need to understand how to communicate with them to most effectively harness their computing power. Successful communication along these lines is called computational thinking (CT).” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=3P5569HL) Tag #DigitalCompetences, #CT-Definción - "considering CT as knowing how to program may be too limiting.” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=KPMGKV6J) Tag #CT-Multidisciplinaridad - "CT skills include managing information effectively and efficiently with technologies in our data-driven era (Burke, O'Byrne, & Kafai, 2016; Kim, Kwon, & Lee, 2014; Lu & Fletcher, 2009; Sanford & Naidu, 2016; Wing, 2010).” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=3D7C7UXY) Tag #DigitalCompetences - "A workforce with individuals possessing CT skills increases the competitiveness of the United States in the world economic market (NRC, 2010).” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=N3RSXUSS) Tag #CT-Impacto-CT-laboral - "CT is a set of practices that are entwined with ways of looking at problems that result in CT skills and understandings.” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=KCPQFZN7) Tag #CT-Definición - "Yet, there is no existing curriculum building a CT foundation of understanding for young learners, as there is in Math or Science.” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=DHLEJYMH) Tag #CT-Currículo - "Models are needed that help highlight CT within current classroom practices, because there are too few opportunities to fit new content within existing school curricula. Many problems presented in current curricula, however, can be approached with CT.” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=D2HCQ2PA) Tag #CT-Currículo - "Possessing good CT skills may be a motivator for students to pursue computer science (Allan, Barr, Brylow, & Hambrusch, 2010) and other STEM-related majors (Sneider, Stephenson, Schafer, & Flick, 2014). CT has also been linked to creativity and innovation (Mishra, Yadav, & the Deep-Play Research Group, 2013; Repenning et al., 2015), and it has important applications in other STEM areas (Barr & Stephenson, 2011; Sengupta, Kinnebrew, Basu, Biswas, & Clark, 2013). An exact definition of CT, however, remains elusive (Barr, Harrison, & Conery, 2011; Grover & Pea, 2013).” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=MMDJEAFR) Tag #CT-Multidisciplinaridad, #STEM-Educación - "1.1. Definitions of computational thinking” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=TLGGG7AQ) Tag - "“... solutions are represented in a form that can be effectively carried out by an information-processing agent” (as cited in Wing, 2010, p. 1).” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=42UNHJI3) Tag #CT-Definición - "Berland and Wilensky (2015) defined CT as “the ability to think with the computer-as-tool” (p. 630) and suggested using “computational perspectives” as an alternative to “computational thinking” to emphasize that CT can be constrained by contexts.” [Page 2](zotero://open-pdf/library/items/VYD92L5T?page=2&annotation=B3UBXZYM) Tag #CT-Definición - "T has been defined as “... students using computers to model their ideas and develop programs” (Israel, Pearson, Tapia, Wherfel, & Reese, 2015, p. 264), explicitly linking CT to programming skills.” [Page 3](zotero://open-pdf/library/items/VYD92L5T?page=3&annotation=UT6DGSVG) Tag #CT-Definición - "1.2. Goals and focus” [Page 3](zotero://open-pdf/library/items/VYD92L5T?page=3&annotation=C83SNLYF) Tag - "2. Method 2.1. Procedure” [Page 3](zotero://open-pdf/library/items/VYD92L5T?page=3&annotation=4GY6DNHM) Tag - "We started the timeline in 2006, when Wing published her seminal article on CT, signaling the beginning of a corpus of research and projects on the topic. After collecting relevant papers, we screened the articles again, sorting them into conceptual papers and empirical studies. Conceptual papers discussed the general features of CT, providing a theoretical framework or suggesting instructional practices to integrate CT into education. Empirical studies tended to test and justify specific interventions and measure(s) of CT via qualitative and quantitative research designs. Finally, we integrated the findings from the literature review with empirical research to create our competency model1 for CT, aiming to facilitate and assess CT in educational settings.” [Page 3](zotero://open-pdf/library/items/VYD92L5T?page=3&annotation=92BZUYPT) Tag #CT-Definición, #CT-Metodología - "2.2. Inclusion and exclusion criteria” [Page 3](zotero://open-pdf/library/items/VYD92L5T?page=3&annotation=9D4U5HPU) Tag - "The inclusion criteria consisted of relevancy of the documents to the research topics in this article (e.g., computational thinking skills–characteristics and processes, models, assessments, and interventions).” [Page 3](zotero://open-pdf/library/items/VYD92L5T?page=3&annotation=99EJXRQX) Tag #CT-Criterios-selección - "then deleted papers from the list for the following reasons: (a) poor quality research described in the paper (e.g., excessive statements and assumptions presented with inadequate support), (b) tangential or no focus specifically on CT, (c) empirical papers that measured something other than CT as the outcome, and (d) pilot studies that were low quality and/or reported a small sample size.” [Page 3](zotero://open-pdf/library/items/VYD92L5T?page=3&annotation=B382KS4K) Tag #CT-Criterios-Exclusión - "3. Results from the literature review” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=NA47ZG6X) Tag - "Wing (2006) argued that CT does not mean to think like a computer; but rather to engage in five cognitive processes with the goal of solving problems efficiently and creatively. These include: 1. Problem reformulation e Reframe a problem into a solvable and familiar one. 2. Recursion e Construct a system incrementally based on preceding information. 3. Problem decomposition e Break the problem down into manageable units. 4. Abstraction e Model the core aspects of complex problems or systems. 5. Systematic testing e Take purposeful actions to derive solutions.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=GZTEQ2PV) Tag #CT-Habilidades - "Abstraction is the main element undergirding CT (Wing, 2008), where people glean relevant information (and discard irrelevant data) from complex systems to generate patterns and find commonalities among different representations (Wing, 2010). Abstraction has layers, so one must define each layer and clarify the relationships between layers. This involves: (a) abstraction in each layer, (b) abstraction as a whole, and (c) interconnection among layers. For instance, defining an algorithm is one kind of abstractiondthe “abstraction of a step-by-step procedure for taking input and producing some desired output” (Wing, 2008, p. 3718).” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=LE5ZLWAW) Tag #CT-Definición-Abstracción - "Barr et al. (2011) argued that CT also consists of data organization and analysis, automation, efficiency, and generalization. Automation is making a process or system operate automatically; efficiency means creating optimal solutions; and generalization involves applying CT strategies to solve new problems.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=SAIJMBMV) Tag #CT-Automatizacion, #CT-Resolución-Problemas, #CT-Generalización, #CT-Habilidades-No-Definidas - "such as confidence, persistence in relation to solving complex tasks, and the ability to work well in teams.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=CGGGEZMU) Tag #CT-Habilidades-blandas - "Similarly, CT described by Bers, Flannery, Kazakoff, and Sullivan (2014) includes abstraction, generalization, and trial and error activities.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=C6RXBXGQ) Tag #CT-Abstracción, #CT-Depuración, #CT-Generalización - ". They particularly emphasize the importance of debugging (i.e., identifying and fixing errors when solutions do not work as expected).” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=PWXAMTZW) Tag #CT-Depuración, #CT-Criterios-No-inclusión - "National Research Council, CT consists of five elements essential and universal across domains (NRC, 2010): (1) hypothesis testing, (2) data management, (3) parallelism, (4) abstraction, and (5) debugging.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=GUN39LFA) Tag #CT-Definición - "Parallelism refers to simultaneously processing information from multiple sources or dimensions.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=F6U74NQP) Tag #CT-Definición-paralelismo - "Abstraction focuses on modeling the workings of a complex problem/system.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=DGDLX6DS) Tag #CT-Definición-Abstracción - "debugging refers to finding and fixing errors after building up particular models.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=B243FWHY) Tag #CT-Depuración, #CT-Criterios-No-inclusión - "Anderson (2016) explicated five CT components: (1) problem decomposition, (2) pattern recognition, (3) abstraction (i.e., generalization of repeated patterns), (4) algorithm design for solutions, and (5) evaluation of solutions (i.e., debugging).” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=R8ZAFM6E) Tag #CT-Abstracción, #CT-Descomposición, #CT-Generalización, #CT-Habilidades - "Based on the foregoing review, researchers have come up with similar CT constituent skills. The components common among researchers are: decomposition, abstraction, algorithms, and debugging. In our competency model, CT similarly consists of decomposition, abstraction, algorithms, debugging, as well as iteration and generalization (see detailed definitions, subcategorizations, and justifications in Section 4).” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=W45Y2S4B) Tag #CT-Abstracción, #CT-Algoritmos, #CT-Depuración, #CT-Descomposición, #CT-Iteración, #CT-Generalización, #CT-Habilidades - "Mathematical thinking involves the application of math skills to solve math problems, such as equations and functions (Sneider et al., 2014). Harel and Sowder (2005) defined mathematical thinking as global across many problems and “... governs one's ways of understanding” (p. 31). Mathematical thinking consists of three parts: beliefs about math, problem solving processes, and justification for solutions.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=TGFV4BEE) Tag #CT-Pensamiento-matemático - "The main commonality between CT and mathematical thinking is problem solving processes (Wing, 2008). Fig. 1 shows the full set of shared concepts of computational and mathematical thinking: problem solving, modeling, data analysis and interpretation, and statistics and probability.” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=CP5XK6E5) Tag #CT-Intersección, #CT-Pensamiento-matemático, #CT-Computational-Thinking - "Engineering involves skills needed to build or transform things in the world in order to construct better lives (Bagiati & Evangelou, 2016) as well as “applied science and math, solving problems, and making things” (Pawley, 2009, p. 310).” [Page 4](zotero://open-pdf/library/items/VYD92L5T?page=4&annotation=5NY97Z83) Tag #CT-Habilidades-ingeniería - "overlap between CT and engineering includes problem solving, along with understanding how complex systems work in the real world (Wing, 2008). However, unlike engineering, CT is intended to help humans understand complex phenomena through simulations and modeling, which can transcend physical constraints (Wing, 2010).” [Page 5](zotero://open-pdf/library/items/VYD92L5T?page=5&annotation=VHKMCJI5) Tag #CT-Resolución-Problemas, #CT-Habilidades, #CT-Habilidades-ingeniería, #CT-Intersección, #CT-Computational-Thinking - Resolución de problemas es la intersección entre Ingeniería y CT. - "Design thinking requires one to solve problems by thinking as a designer (Razzouk & Shute, 2012). Computational thinking and design thinking both focus on problem solving. Design thinking, like engineering, focuses on product specification and the requirements imposed by both the human and the environment (i.e., practical problems). Again, CT is not limited by physical constraints, enabling people to solve theoretical as well as practical problems.” [Page 5](zotero://open-pdf/library/items/VYD92L5T?page=5&annotation=EN38RXIW) Tag #CT-Design-Thinking-(DT), #CT-Resolución-Problemas, #CT-Intersección, #CT-Computational-Thinking - Tanto el Design Thinking y el CT buscan resolver problemas. - "In conclusion, CT is an umbrella term containing design thinking and engineering (i.e., efficient solution design), systems thinking (i.e., system understanding and modeling), and mathematical thinking as applied to solving various problems.” [Page 5](zotero://open-pdf/library/items/VYD92L5T?page=5&annotation=7FYC9IHN) Tag - "nd although CT originates from computer science (Wing, 2006), it differs from computer science because it enables people to transfer CT skills to domains other than programming (Berland & Wilensky, 2015).” [Page 5](zotero://open-pdf/library/items/VYD92L5T?page=5&annotation=FIST6A5A) Tag #CT-Transversalidad - "CT skills are not the same as programming skills (Ioannidou et al., 2011), but being able to program is one benefit of being able to think computationally (Israel et al., 2015).” [Page 5](zotero://open-pdf/library/items/VYD92L5T?page=5&annotation=749H53FH) Tag #CT-Algoritmos, #CT-Habilidades - "For instance, Shute (1991) examined the relationships among programming skills, prior knowledge, and problem-solving skills, within 260 college and technical school students. Participants who had no prior programming experience learned programming skills via an intelligent tutoring system. Several assessments were administered to measure learners' incoming knowledge (i.e., math and word knowledge), cognitive skills (i.e., working memory and information processing speed), and particular aspects of problem-solving skills (e.g., problem identification, sequencing, and decomposition). In addition, a criterion test was used to measure learners’ programming skills and knowledge after the intervention. Results from a factor analysis and hierarchical regression showed that working memory, problem identification, and sequencing solutions are the best predictors of programming skill acquisition. Thus, CT and programming skills as well as problem solving are closely related.” [Page 5](zotero://open-pdf/library/items/VYD92L5T?page=5&annotation=WKGQXYYZ) Tag #CT-medición-habilidades-CT - "Lu and Fletcher (2009) proposed that teaching CT should not even use programming languages; instead the language should be based on notions that are familiar to most students to engender the acquisition of concepts like Fig. 1. Similarities and differences between CT and mathematical thinking. Adapted from Sneider et al. (2014). abstraction and algorithms. Like with most of the research targeting CT, its particular relationship to computer programming is evolving.” [Page 5](zotero://open-pdf/library/items/VYD92L5T?page=5&annotation=UX6JQIU3) Tag #CT-Abstracción, #CT-Algoritmos, #CT-Habilidades ![[Images/img-zotero/shute2017a/shute2017a-5-x81-y458.png]] - "3.2. Interventions to develop computational thinking” [Page 6](zotero://open-pdf/library/items/VYD92L5T?page=6&annotation=KRQUXZBX) Tag - "3.2.1. Research on CT using programming tools” [Page 6](zotero://open-pdf/library/items/VYD92L5T?page=6&annotation=2EAWI9E7) Tag - "Scratch (MIT, 2003)” [Page 6](zotero://open-pdf/library/items/VYD92L5T?page=6&annotation=XEYZBPW5) Tag #CT-Herramienta-CT - "Cetin (2016) compared the effects of employing Scratch (experimental group) with C language (control group) to teach programming concepts to pre-service IT teachers. This experiment lasted for six weeks, and the participants (n 1⁄4 56) completed pre- and posttests relative to their achievement on and attitudes toward programming. Additionally, nine participants per group were randomly selected to attend semi-structured interviews. Results showed the experimental group performed significantly better than the control group in terms of programming knowledge and skills, but there were no between group attitudinal differences.” [Page 6](zotero://open-pdf/library/items/VYD92L5T?page=6&annotation=44WZWCTS) Tag #CT-Evaluación, #CT-Metodología - "Grover, Pea, and Cooper (2015) designed a seven-week Scratch-based CT course for 7th and 8th graders (n 1⁄4 54). Similar to Cetin’s (2016) study, CT gain was measured as pretest to posttest improvement on programming skills. The aim of this quasi-experiment was to see which approach (face-to-face instruction vs. face-to-face plus online) supported deep learning relative to computational concepts, such as algorithms, loops, conditionals, and decomposition. The two conditions were matched in terms of receiving comparable instruction for the same duration of time (i.e., four days per week, 55 min per day, across seven weeks)” [Page 6](zotero://open-pdf/library/items/VYD92L5T?page=6&annotation=SCUAJQ2X) Tag #CT-Evaluación, #CT-Metodología - "Findings revealed that both approaches lead to significantly higher CT gains, and students in the face-to-face plus online group performed significantly better than those in the face-to-face group. Moreover, both groups successfully transferred their programming knowledge and skills to text-based programming tasks.” [Page 6](zotero://open-pdf/library/items/VYD92L5T?page=6&annotation=GXH7LZU6) Tag #CT-Evaluación - "The strength of Scratch is to help young people learn to think creatively, reason systematically, and work collaboratively, and thus is suitable to facilitate CT.” [Page 6](zotero://open-pdf/library/items/VYD92L5T?page=6&annotation=T28H9WPZ) Tag #Trabajo-Colaborativo, #CT-Creatividad, #CT-Habilidades-blandas, #CT-Razonamiento-Sistémico - "Results demonstrated that students working collaboratively achieved significantly higher CT scores than students working alone.” [Page 6](zotero://open-pdf/library/items/VYD92L5T?page=6&annotation=Q25MVNYM) Tag #Trabajo-Colaborativo, #CT-Evaluación, #CT-Habilidades-blandas ![[Images/img-zotero/shute2017a/shute2017a-6-x28-y44.png]] - "Basu, Biswas, and Kinnebrew (2017) similarly viewed CT constructs as programming-related concepts, such as sequencing, loops, and variables; and they considered iteration, problem decomposition, abstraction, and debugging as CT practices.” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=T9VAYWCR) Tag #Biology-education, #CT-Abstracción, #CT-Depuración, #CT-Descomposición, #CT-Iteración, #CT-Habilidades - "Basu, Biswas, and Kinnebrew (2017)” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=HWL2IR6Z) Tag #CT-Machine-Learning-en-CT - "CTSiM platform to integrate ecology and CT learning for 6th graders” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=9TF2UTWD) Tag #CT-Herramienta-CT - "That is, when students failed a given task 3e5 times, scaffolding was triggered. In that case, the virtual agent provided conversation prompts, and the students answered by choosing one of the options, which in turn triggered a response from agent. Agentstudent conversations were pre-programmed to help struggling students.” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=PIQAK285) Tag #Andamiajes, #CT-Computación-Basada-en-Agentes, #CT-Scalaffonding - "And when pretest scores were used as a covariate, the experimental group (with scaffolding) significantly outperformed the control group in ecology learning gains and CT skills, with effect sizes of 0.36 and 0.31, respectively.” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=XVX9W7TX) Tag #Andamiajes, #CT-Resultados, #CT-Scalaffonding - "3.2.2. Research using robotics” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=U5W5UGRM) Tag - "Lego Mindstorms (http://www.lego.com/en-us/mindstorms) was used to improve high school students’ (n 1⁄4 164) CT skills for a year (Atmatzidou & Demetriadis, 2016).” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=8ATTE9J6) Tag #CT-Herramienta-CT - "The 44 two-hour sessions focused on developing the following CT skills: decomposing problems, abstracting essential information, generalizing the solution to different problems, creating algorithms, and automating procedures.” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=2HRKWPCB) Tag #CT-Abstracción, #CT-Algoritmos, #CT-Automatizacion, #CT-Descomposición, #CT-Generalización, #CT-Habilidades, #CT-Robótica - Si el CT se alinea a la Robótica se agrega automatización. - "TangibleK Robotics curriculum (http://ase.tufts.edu/DevTech/tangiblek/) which included 20 h of instruction and one final project to measure students' development of CT in terms of debugging, sequencing, loops, and conditionals.” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=P4QJ72V8) Tag #CT-Currículo - "The researchers speculated that either (a) kindergarten students are simply too young to develop CT skills, or (b) the robotics intervention was too difficult for them (Bers et al., 2014). Therefore, it is important to teach CT concepts in a way suitable for students’ developmental stages.” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=ZGP2WGAP) Tag #CT-Edad-CT - "3.2.3. Research using game design and other intervention tools” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=ZELBD6QX) Tag - "AgentSheets provides a low entry bar for inexperienced students, yet does not restrain students with advanced abilities from creating complex game systems.” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=8US7XAJY) Tag #CT-Herramienta-CT - "(Basawapatna, Koh, Repenning, Webb, & Marshall, 2011). Unlike other studies, this research measured CT based on students' knowledge of relevant patterns, defined as object interactions, such as collision and absorption. These CT patterns represent the intersection of games and science simulations. After two weeks of intervention, the authors tested the participants’ CT skills with eight questions, each representing a phenomenon sharing CT patterns across the five games (e.g., sledding collision).” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=EJT7LKEY) Tag #CT-Evaluación, #CT-Metodología - "Teaching CT does not necessarily require digital tools. A paper-and pencil programming strategy (PPS) was created for non-computer science majors (n 1⁄4 110) (Kim, Kim, & Kim, 2013).” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=CGTB27YK) Tag #CT-Desenchufado, #CT-Experiencias - "LOGO (Softronics, Inc., 2002).” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=FE8BF5LE) Tag #CT-Herramienta-CT - "Pre- and posttests revealed that students using the paper-and-pencil programming strategy showed significantly better understanding of CT and more interest in CS, than those learning via typical course instruction. The authors therefore argued that teaching CT without computers might be effective and efficient for non-computer science majors.” [Page 7](zotero://open-pdf/library/items/VYD92L5T?page=7&annotation=DFUCK8CZ) Tag #CT-Experiencias, #CT-Resultados - "A lecture-based CT instructional module could also change pre-service teachers’ understanding of and attitudes toward integrating CT in their classrooms” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=WVK4LWWY) Tag #CT-Experiencias - "The researchers tested a 100-min module focused on CT concepts such as decomposition, abstraction, algorithms, and debugging.” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=WC2PTFRV) Tag #CT-Abstracción, #CT-Algoritmos, #CT-Depuración, #CT-Descomposición, #CT-Habilidades - "After training, participants completed questionnaires with open-ended questions related to CT and its connections with various disciplines.” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=AZ52IMWI) Tag #CT-Transversalidad - "CT training considered CT a way of thinking to solve problems, with or without the help of computers.” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=EXYHSVIG) Tag #CT-Definción - "3.2.4. CT skills undergirding programming, robotics, and game design” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=ZG8SFUVB) Tag - "Thus, problem decomposition, systemic testing and debugging, generalization, and iteration are skills required in gaming and are important components of CT.” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=WBCAYSZL) Tag #CT-Abstracción, #CT-Algoritmos, #CT-Depuración, #CT-Descomposición, #CT-Iteración, #CT-Generalización, #CT-Habilidades - "There is currently no widely-accepted assessment of CT. This makes it difficult to measure the effectiveness of interventions in a reliable and valid way (Grover & Pea, 2013; Kim et al., 2013; Settle et al., 2012). Having no standard CT assessment also makes it very difficult to compare results across various CT studies. Researchers tend to develop and apply their own CT measures in various studies, depending on their particular operationalization of CT (Kim et al., 2013).” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=UNIW9PWQ) Tag #CT-Evaluación - "Questionnaires and surveys are the most commonly used measure for knowledge of and/or attitudes towards CT (e.g., Atmatzidou & Demetriadis, 2016; Denner et al., 2014; Yadav et al., 2014).” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=9NSBJVVS) Tag #CT-Evaluación, #CT-Instrumentos-Evaluación-CT - "Students needed to solve particular problems (e.g., saving a fairy from a magic forest). Other researchers tested learning gains of subject area knowledge, after incorporating CT into disciplinary instruction (e.g., Cetin, 2016; Sengupta et al., 2013).” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=AXWY2RQT) Tag - "3.3.1. Scratch-based assessments” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=3CMMAH97) Tag - "long-term learning by making learning meaningful within a particular context. They also argued for a dynamic measure to assess Scratch users' (8e17 years old) CT abilities over time, revealing the progression of learning and measuring both conceptual understanding and application of CT skills. Their CT assessment included formative analysis, interviews, and design projects. The formative analysis involved evaluating users’ portfolios to see the development of CT via projects completed over time. Interviews allowed the researchers to dig deeper into the thinking processes of users.” [Page 8](zotero://open-pdf/library/items/VYD92L5T?page=8&annotation=IUZC4DNS) Tag #CT-Evaluación, #CT-Experiencias, #CT-Instrumentos-Evaluación-CT - "To align with a particular Scratch-based CT course for middle schoolers, Grover et al. (2015) designed a system of formative and summative assessments to support and measure CT skills.” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=NUHFEM9U) Tag #CT-Evaluación, #CT-Experiencias, #CT-Instrumentos-Evaluación-CT - "Another Scratch-based assessment is called PECT (progression of early computational thinking), designed for elementary school students (Seiter & Foreman, 2013).” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=U8CXAST8) Tag #CT-Evaluación, #CT-Experiencias, #CT-Instrumentos-Evaluación-CT - "3.3.2. Game/simulation-based assessment” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=4PNHHMYD) Tag - "assessing CT via CT pattern analysis (CTPA) in K-12 schools. CT patterns are abstract programming concepts related to object interactions that students use to develop games and simulations (Basawapatna et al., 2011; Ioannidou et al., 2011). Building object interactions in games required 12 CT patterns, defined by Ioannidou et al. (2011). Repenning et al. (2015) subsequently refined those 12 patterns to nine aspects, to measure transfer of CT from gaming to modeling scientific phenomena in STEM courses.” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=ZIGXAYKP) Tag #CT-Evaluación, #CT-Experiencias, #CT-Instrumentos-Evaluación-CT - "3.3.3. Validated CT scales for generic usage” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=BMX4V2W6) Tag - "researchers have developed a scale to measure CT (Roman-Gonzalez, Perez-Gonzalez, & JimenezFernandez, 2017). This scale includes 28 items and takes about 45 min to complete. It focuses on computational concepts, like directions and sequences, loops, if conditionals, and simple functions” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=2XU9RD8P) Tag #CT-Evaluación, #CT-Experiencias, #CT-Instrumentos-Evaluación-CT - "Thus, the authors concluded that CT is more similar to problem solving skills and less aligned with reasoning, spatial, and verbal abilities.” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=PFRD7794) Tag #CT-Caracteristicas - "Korkmaz, Çakir, and €Ozden (2017). The researchers developed a CT scale comprised of 29 items, measuring five factors (i.e., creativity, cooperation, algorithmic thinking, critical thinking, and problem solving).” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=34VXGV8U) Tag #CT-Evaluación, #CT-Experiencias, #CT-Instrumentos-Evaluación-CT - "3.4. Computational thinking models” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=MS4PHHTL) Tag - "First, Atmatzidou and Demetriadis (2016) presented a simple, descriptive CT model, based on their operationalization of CT in previous studies. The model consists of five facets: abstraction, generalization, algorithms, modularity, and decomposition.” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=UV6URX78) Tag #CT-Abstracción, #CT-Algoritmos, #CT-Descomposición, #CT-Framework-CT, #CT-Generalización, #CT-Modularidad - ee Atmatzidou & Demetriadis, 2016, p. 664 for details) - "Briefly, abstraction means distilling the core patterns from complicated systems; generalization involves applying problem-solving strategies to different contexts; algorithms refer to ordered steps/instructions to implement solutions; modularity means the automation of problem-solving solutions; and decomposition entails the breakdown of complex systems/things into manageable pieces.” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=BK8L4M2X) Tag #CT-Definición, #CT-Framework-CT - "Barr & Stephenson, 2011, p. 52). It defines core CT facets (i.e., data collection, data analysis, data representation, decomposition, abstraction, algorithms, automation, parallelism, and simulation) across various disciplines.” [Page 9](zotero://open-pdf/library/items/VYD92L5T?page=9&annotation=HGDA35NZ) Tag #CT-Abstracción, #CT-Algoritmos, #CT-Análisis-Datos, #CT-Automatizacion, #CT-Descomposición, #CT-Framework-CT, #CT-Multidisciplinaridad, #CT-Simulación, #CT-Pensamiento-Paralelo, #CT-Recolección-Datos, #CT-Representación-Datos - The weakness of this model stems from (a) no clear definitions per CT facet making operationalization very difficult, and (b) failure to distinguish concepts from abilities (e.g., abstraction is both a concept and an ability). Thus, this model has room for improvement before serving as a guideline for teachers in K-12 education. - "The weakness of this model stems from (a) no clear definitions per CT facet making operationalization very difficult, and (b) failure to distinguish concepts from abilities (e.g., abstraction is both a concept and an ability). Thus, this model has room for improvement before serving as a guideline for teachers in K-12 education.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=4KQSPPCQ) Tag - "Brennan and Resnick (2012) presented a CT framework within the context of using Scratch to facilitate CT. They categorized CT into three areasdconcepts, practices, and perspectives.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=5M29EYED) Tag #CT-Concepto, #CT-Scratch, #CT-Framework-CT, #CT-Perspectivas, #CT-Prácticas - "A review paper on integrating CT in K-12 settings by Lye and Koh (2014) was based on the Brennan and Resnick framework. Later, Zhong, Wang, Chen, and Li (2016) revised that model (see p. 565 for details) by adding instruction into the CT concepts, and iteration into the CT practices. They also rephrased CT perspectives to emphasize creativity and collaboration. However, they did not elaborate on those modifications, which makes it hard to interpret the revised model.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=8H8WNY9L) Tag #CT-Concepto, #CT-Iteración, #CT-Framework-CT, #CT-Perspectivas, #CT-Prácticas - "(Weintrop et al., 2016). The researchers analyzed 34 lesson plans for high school math and science courses by coding teaching practices that related to CT facets. Then they categorized the specific facets into broader CT practices, and refined the categorization after consulting with lesson plan designers, in-service high school teachers, and experts in CT and curriculum design. Finally, they came up with a taxonomy containing four CT categories with 22 CT practices (see Table 3). Their taxonomy is based on specific classroom activities and presented concrete examples of CT classroom activities, showing how lesson plans can be designed by following the taxonomy. This model is tailored to STEM courses in high school, and shows promise with regard to integrating CT in secondary education. However, more research is needed to validate this model.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=HXT6DRE5) Tag - "we define CT as 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. As stated earlier, the components of CT that arise most often in the literature are: abstraction, decomposition, algorithms, and debugging. Our model attempts to understand the cognitive processes underlying each of these CT facets and the associated behaviors that can help us develop a competency model that can be used for the assessment of CT. We additionally identify iteration and generalization as two more skills that are important in the development of CT.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=72EMCAZ6) Tag #CT-Definción, #CT-Abstracción, #CT-Algoritmos, #CT-Depuración, #CT-Descomposición, #CT-Iteración, #CT-Generalización - "Problem decomposition involves breaking a complex problem into smaller parts and using systematic processes to tackle each of those smaller problems. Iterative, systematic debugging ensures that each part of the smaller problems is solved efficiently and with no loose ends.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=U9B89R6F) Tag #CT-Definición-Resolucion-Problemas - "Abstraction is the act of finding patterns within problems and solutions, and thus being in a position to generalize solutions for sets of similar problems.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=ADGD5JHV) Tag #CT-Definición-Abstracción - "algorithm design allows the development of re-usable tools/procedures for solving classes of problems.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=2D94GPXN) Tag #CT-Definición-Algoritmos - "CT into six main facets: decomposition, abstraction, algorithms, debugging, iteration, and generalization. T” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=AP5HC9AP) Tag #CT-Abstracción, #CT-Algoritmos, #CT-Depuración, #CT-Descomposición, #CT-Iteración, #CT-Generalización, #CT-Habilidades - "This framing of CT underpins, and may be evidenced through, a variety of K-12 subject areas including Mathematics, Science, and even English Language Arts.” [Page 10](zotero://open-pdf/library/items/VYD92L5T?page=10&annotation=JBAZN8UM) Tag #CT-Multidisciplinaridad ![[Images/img-zotero/shute2017a/shute2017a-10-x49-y39.png]] - "Brennan and Resnick (2012) who limit their model of CT to concepts related to coding. The three facets in their model are hierarchical with the foundation comprised of programming concepts, like loops and conditionals. Their next layer relates to computing practices built on the conceptual knowledge, whereas the highest layer represents perspectives on computing (e.g., a way of expression, creation, and communication). Weintrop et al., ’s 2016 model is derived from high school teaching practices that occur in STEM courses. The four facets in their model represent a collection of possible classroom activities from which teachers can select the most relevant ones to facilitate CT acquisition. Thus, their model is restricted to high school STEM course settings, where we feel that a foundational basis for CT starts much earlier, analogous to scientific inquiry or mathematic reasoning.” [Page 11](zotero://open-pdf/library/items/VYD92L5T?page=11&annotation=VCUPACNV) Tag #CT-Framework-CT - "namely problem decomposition, abstraction, and algorithm design. As noted earlier, several research groups are studying learners’ coding in Scratch. A tool called Dr. Scratch (http://www. drscratch.org/) is currently in Beta test, and used as the basis to analyze Scratch code by quantifying the usage of loops, sequences, and other logistical facets of coding outlined by Brennan and Resnick (2012).” [Page 11](zotero://open-pdf/library/items/VYD92L5T?page=11&annotation=BX3DRM6L) Tag #CT-Herramienta-CT - "FACT strives to get a comprehensive picture of students’ CT skills by examining cognitive, interpersonal, and intrapersonal variables. FACT uses pedagogical strategies to support transfer from block-based to text-based programming, along with formative and summative assessments (including quizzes and tests as well as openended programming assignments) related to the acquisition of computational thinking skills. Their findings show that students ages 11e14 using the FACT curriculum experience improved algorithmic learning, understanding of computing, and transfer of skills from Scratch to a text-based programming context. Building on this research, Grover (2017; see http:// stemforall2017.videohall.com/presentations/872) suggests a framing of Variables, Expressions, Loops, and Algorithms (VELA) to prepare young learners for CT.” [Page 11](zotero://open-pdf/library/items/VYD92L5T?page=11&annotation=WRHUNIDG) Tag #CT-Framework-CT - "Research underway by EdGE at TERC2 involves studying the development of CT within the logic puzzle game, Zoombinis. EdGE studies how game-based behavior can predict implicit knowledge and help teachers support explicit STEM learning in” [Page 11](zotero://open-pdf/library/items/VYD92L5T?page=11&annotation=F9Z89FJ7) Tag ![[Images/img-zotero/shute2017a/shute2017a-11-x29-y455.png]] - "he classroom (Rowe, Asbell-Clarke, & Baker, 2015). I” [Page 12](zotero://open-pdf/library/items/VYD92L5T?page=12&annotation=BZ5TK74T) Tag #CT-Experiencias, #CT-Instrumentos-Evaluación-CT ![[Images/img-zotero/shute2017a/shute2017a-12-x30-y511.png]] - "Successful players exhibit repeated strategies, or algorithms, implemented over a collection of puzzles. For example, once players adopt the strategy of trying one variable at a time, and then implementing singular pieces of information into a final solution, that pattern can be observed across multiple puzzles (and other problem-solving situations).” [Page 13](zotero://open-pdf/library/items/VYD92L5T?page=13&annotation=3BWZGPK9) Tag - "Zoombinis, EdGE and Empirical Games have designed a set of online assessment items that focus on several of the fundamental facets of CT: problem decomposition, abstraction, and algorithm design.” [Page 13](zotero://open-pdf/library/items/VYD92L5T?page=13&annotation=S5TRCTQS) Tag #CT-Herramienta-CT - "The assessments were conceptually and structurally the same for both elementary and middle school students, but differed in terms of difficulty (e.g., based on number of variables to consider in a pattern and size of the array for abstraction problems). The example items shown in this paper are from the elementary school version of the assessment. The assessment for problem decomposition uses a series of progressively harder puzzles, similar to the game called Mastermind (the board game developed by Meirowitz in 1970; see https://boardgamegeek.com/boardgame/2392/ mastermind) where learners must use feedback from the game to figure out which values per graphical feature (color and/or shape and/or pattern) are required to solve a puzzle (see Fig. 3; left side is the initial problem, and right side is receiving feedback on the current test).” [Page 13](zotero://open-pdf/library/items/VYD92L5T?page=13&annotation=QJ5RJZEZ) Tag #CT-Evaluación, #CT-Instrumentos-Evaluación-CT - "These assessments strive to examine the fundamental cognitive underpinnings of CT in an abstract and non-contextual manner. EdGE is using these assessments in combination with Educational Data Mining of game behaviors in Zoombinis, and observations of classroom CT learning to get a full picture of CT learning of students in grades 3e8.” [Page 13](zotero://open-pdf/library/items/VYD92L5T?page=13&annotation=R88ZWRSL) Tag - "For instance, a generally agreed-upon definition of CT is missing in the literature, along with a specification of its components (Wing, 2008). Inconsistent term usage occurs in many papers, such as conflating computer science, computer programming, and CT (Czerkawski & Lyman, 2015; Israel et al., 2015).” [Page 15](zotero://open-pdf/library/items/VYD92L5T?page=15&annotation=QHHXPM58) Tag #CT-Definición, #CT-Habilidades - "The immaturity of the field that results in this ambiguity is compounded when looking at education. Teachers are generally unfamiliar with CT and have difficulty finding connections between CT and their current curricula. Designing and developing a reliable and valid CT assessment is key to successful education of CT embedded in multiple disciplines (Grover & Pea, 2013).” [Page 15](zotero://open-pdf/library/items/VYD92L5T?page=15&annotation=Y7T3JZZK) Tag #CT-Currículo, #CT-Multidisciplinaridad - "The framework we have proposed can be a guideline to develop assessment tasks that elicit evidence for specific CT skills. The examples we present of how CT is being measured in Scratch, Zoombinis, and FACT are intended to highlight these possibilities.” [Page 15](zotero://open-pdf/library/items/VYD92L5T?page=15&annotation=4KZSVUCR) Tag - "One problem is how to identify the application of CT in other domains (Czerkawski & Lyman, 2015).” [Page 15](zotero://open-pdf/library/items/VYD92L5T?page=15&annotation=EF29XGS9) Tag #CT-Issue-CT, #CT-Multidisciplinaridad - "In any case, the long-term retention of CT skills, along with the application of CT skills to other contexts and domains, is under-researched.” [Page 15](zotero://open-pdf/library/items/VYD92L5T?page=15&annotation=YS8V8237) Tag #CT-Conclusion, #CT-Issue-CT, #CT-Resultados - "A final area deserving research attention involves gender differences in the development of CT. Females are often underrepresented in STEM related subjects, particularly once they reach college. Researchers may consider utilizing CT to motivate learners, especially females, to major in science fields (e.g., Grover & Pea, 2013; Kazimoglu, Kiernan, Bacon, & Mackinnon, 2012; Repenning et al., 2015).” [Page 15](zotero://open-pdf/library/items/VYD92L5T?page=15&annotation=Q7N44SHW) Tag #CT-Conclusion, #CT-Issue-CT - "studies examining gender differences are inconsistent. Atmatzidou and Demetriadis (2016) reported that girls’ CT skills improved significantly after intervention, and that ultimately girls and boys reached the same skill level. Girls tend to spend significantly more time learning online after school,” [Page 15](zotero://open-pdf/library/items/VYD92L5T?page=15&annotation=HZMURJLE) Tag #CT-Conclusion, #CT-Issue-CT - "omputational thinking needs to be demystified (e.g., Barr & Stephenson, 2011). Towards this end, we have developed a definition and shown examples of a model that: (a) considers CT as a logical way of thinking, not simply knowing a programming language; (b) particularly focuses on conceptual development required to engage in problem decomposition, abstraction, algorithmic design, debugging, iteration, and generalization; (c) examines performance-based competencies related to each of these facets of CT, and (d) can be strengthened and emphasized within existing (e.g. STEM) curricula. Our CT model presented in this paper is intended to be broadly applicable, while specific enough to inform measurement of CT learningdoverall and at the facet level (for diagnostic purposes). Current research is in progress to validate this claim. We anticipate the next few years will bring many empirical studies to help refine this model for use across wide-ranging contexts.” [Page 16](zotero://open-pdf/library/items/VYD92L5T?page=16&annotation=AXHZWR9S) Tag #CT-Conclusion, #CT-Currículo, #CT-Issue-CT, #CT-Multidisciplinaridad > [!context]- > ==(How this article relates to other work in the field; how it ties in with key issues and findings by others, including yourself)== > context:: > [!significance]- > ==(to the field; in relation to your own work)== > significance::