From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education
From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education
复制标题
从理论偏见到理论对话：在 K-12 计算机科学教育中拥抱计算思维的认知、情境和批判框架
DOI：
10.1145/3291279.3339400
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Debora Lui
中科院分区：
文献类型：
--
作者：
Y. Kafai;C. Proctor;Debora Lui
围绕“计算思维”的思想，人们对促进CS教育的兴趣越来越多。从业人员和研究人员提出了一些用于促进K-12教育中计算思维的框架，它们对（1）（1）技能和能力建设的重点不同，（2）创造性的表达和参与，或（3）社会正义和道德。我们回顾每个框架以及框架如何构建计算思维的理论空间。然后，我们讨论CS教育如何利用每个框架为计算教育中学习，教学和工具的实施和评估提供的解释潜力。我们的目标是帮助CS教育研究人员，教师和设计师解开包装并利用该理论领域的复杂性（而不是忽略），同时还解决了有关多样性的更广泛的教育问题，为学生和教师如何积极参与设计提供了新的方向。他们的数字未来，并将当前的计算教育工作指向更具人性化的取向。
The increased interest in promoting CS education for all has been coalescing around the idea of "computational thinking." Several framings for promoting computational thinking in K-12 education have been proposed by practitioners and researchers that each place different emphases on either (1) skill and competence building, (2) creative expression and participation, or (3) social justice and ethics. We review each framing and how the framings structure the theory space of computational thinking. We then discuss how CS education can leverage the explanatory potential that each framing offers to the implementation and evaluation of learning, teaching, and tools in computing education. Our goal is to help CS education researchers, teachers, and designers unpack and leverage the complexities of this theory space (rather than ignoring it) while also addressing broader educational concerns regarding diversity, providing new directions for how students and teachers can actively participate in designing their digital futures, and directing current computing education efforts towards a more humanistic orientation.
DOI：
10.26716/jcsi.2018.01.1.1
发表时间：
2018
期刊：
Journal of Computer Science Integration
影响因子：
--
作者：
Jacob, Sharin Rawhiya;Warschauer, Mark
通讯作者：
Warschauer, Mark