Toward a Phenomenology of Computational Thinking in STEM Education
Toward a Phenomenology of Computational Thinking in STEM Education
复制标题
STEM 教育中计算思维的现象学
DOI：
10.1007/978-3-319-93566-9_4
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
A. Farris
中科院分区：
文献类型：
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作者：
P. Sengupta;A. Dickes;A. Farris
在本章中，我们主张认识论的转变，从将编码和计算思维视为对计算逻辑和符号形式的掌握，到将它们视为更复杂的经验形式。与其将计算视为一组公理计算抽象的回流和生产，我们认为计算和计算思维应该被视为话语的、透视的、物质的和具体化的经验等。这些经验包括，但不包括，计算抽象的使用和生产。我们通过对文献的批判性回顾，以及对我们在基于这一观点的K-12教育环境中进行的几项研究的回顾，来说明这种向更多现象学计算解释的范式转变对K-12课堂上的STEM教学和学习意味着什么。我们的分析揭示了几种现象学方法，可用于在K-12 STEM课堂中构建计算思维。
In this chapter, we argue for an epistemological shift from viewing coding and computational thinking as mastery over computational logic and symbolic forms to viewing them as a more complex form of experience. Rather than viewing computing as regurgitation and production of a set of axiomatic computational abstractions, we argue that computing and computational thinking should be viewed as discursive, perspectival, material, and embodied experiences, among others. These experiences include, but are not subsumed by, the use and production of computational abstractions. We illustrate what this paradigmatic shift toward a more phenomenological account of computing can mean for teaching and learning STEM in K-12 classrooms by presenting a critical review of the literature, as well as by presenting a review of several studies we have conducted in K-12 educational settings grounded in this perspective. Our analysis reveals several phenomenological approaches that can be useful for framing computational thinking in K-12 STEM classrooms.