On Computational Thinking and STEM Education
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On Computational Thinking and STEM Education Yeping Li 1 & Alan H. Schoenfeld 2 & Andrea A. diSessa 2 & Arthur C. Graesser 3 & Lisa C. Benson 4 & Lyn D. English 5 & Richard A. Duschl 6 # Springer Nature Switzerland AG 2020
Abstract The recognized importance of computational thinking has helped to propel the rapid development of related educational efforts and programs over the past decade. Given the multi-faceted nature of computational thinking, which goes beyond programming and computer science, however, approaches and practices for developing students’ computational thinking are not always self-explanatory in terms of their foci and feasibility in diverse educational contexts. In this editorial, we first examine relevant publications in computational thinking to identify a trend of integrating computational thinking into disciplinary education. We subsequently build on recent discussions about the concept of computational thinking to (1) frame a review of educational efforts in developing students’ computational thinking, (2) discuss opportunities and challenges to further such educational efforts through not only programming and computer science but also other disciplines, and (3) articulate needed research and scholarship to support educational practices. Keywords Assessment . Computational thinking . Programming . STEM disciplines .
STEM education . Teacher education . Trends
Introduction In our recent editorial (Li et al. 2020a), we discussed computational thinking (CT) as a model of thinking that is important to every student. Contrary to a common perception that CT belongs to programming and computer science (CS), we discussed its multifaceted nature and highlighted the importance of knowing and understanding the concept as truly transdisciplinary, surpassing programming and CS instruction. Based on our proposal that CT should emphasize thinking as part of the problem-solving process and de-emphasize computing as producing “code,” we further discussed how
* Yeping Li [email protected] Extended author information available on the last page of the article
Journal for STEM Education Research
this notion relates to different facets of CT as described with various approaches taken in the literature. The meaning of CT has been open to different interpretations (e.g., Barr et al. 2011; Li et al. 2020a; NRC 2010), so it is not surprising that multiple models of CT exist, emphasizing different facets (Shute et al. 2017). There currently is diversity in efforts to design and promote educational approaches and practices that aim to develop students’ CT (Grover and Pea 2013; NRC 2011). However, existing approaches and practices for developing students’ CT are not always self-explanatory in guiding researchers and practitioners in the selection of relevant CT skills in particular educational contexts. Our purpose in this editorial is to build on recent discussions of CT to provide an overview of educational efforts in developing students’ CT, specifically within the context of science, technology, engineering an
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