Computational Thinking, Between Papert and Wing
Computational Thinking, Between Papert and Wing
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计算思维，介于 Papert 和 Wing 之间
DOI：
10.1007/s11191-021-00202-5
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发表时间：
2021
影响因子：
2.8
通讯作者：
S. Martini
中科院分区：
文献类型：
--
作者：
Michael Lodi;S. Martini
计算机科学（CS）在当今数字社会中的普及以及计算方法在其他科学中的广泛使用要求将其引入学校课程。因此，计算机科学教育变得越来越重要。在 CS K-12 教育中，计算思维 (CT) 是被滥用的流行语之一：不同的利益相关者（媒体、教育工作者、政治家）赋予它不同的含义，有些更注重 CS，另一些则更注重其跨学科价值。这个表达是由两位主要研究人员 Jeannette Wing（2006 年）和 Seymour Papert（很早，1980 年）提出的，他们每个人都强调一个共同主题的不同方面。本文将使用历史方法回顾、讨论 CT 的前两种教育和认识论方法，并将其置于背景中。我们会将它们与当今的背景联系起来，并评估哪些方面仍然与 CS K-12 教育相关。在这两者中，人们对“帕珀特 CT”特别感兴趣，这是鲜为人知且研究较少的。我们将得出结论，如果正确理解“Wing’s CT”和“Papert’s CT”，它们都与当今的计算机科学教育相关。从 Wing 来看，我们应该保留计算机科学的中心地位，CT 是技术能力的（科学和文化）基础。根据这种解释，CT 是一个镜头和一组类别，用于理解当今世界的算法结构。从 Papert 看来，我们应该保留建构主义的观点，即只有学生在社会和情感上参与技术内容，才能使编程成为学习（也）其他学科的跨学科工具。我们还将讨论经常被引用（且常常未经证实）的说法，即 CT 会自动“转移”到其他广泛的 21 世纪技能。我们的分析有助于教育工作者和学者认识和避免误解，并以 CT 的两个核心根源为基础。
The pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.
影响因子：
11.7
作者：
Shute, V. J.;Sun, C.;Asbell-Clarke, J.
通讯作者：
Asbell-Clarke, J.