Computational Thinking in K–12
Computational Thinking in K–12
复制标题
K-12 的计算思维
DOI：
--
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
R. Pea
中科院分区：
文献类型：
--
作者：
Shuchi Grover;R. Pea
6年前，Jeannette Wing发表了一篇关于计算思维的有影响力的文章，主张将这种新的能力作为科学、技术、工程和数学（STEM）学习的重要组成部分，添加到每个孩子的分析能力中。什么是计算思维？为什么这篇文章引起了这么多人的共鸣，并成为教育工作者、教育研究者和政策制定者的战斗口号？他们是如何解读温的定义的？自从温的文章发表以来，他们又取得了哪些进展？本文通过研究最近发表的学术文献，勾勒出K-12教育中计算思维的现状，这些文献以Wing的文章为跳板，确定了研究中的差距，并阐明了未来研究的优先事项。
Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.