A framework for computational thinking across the curriculum
A framework for computational thinking across the curriculum
复制标题
跨课程的计算思维框架
DOI：
10.1145/1822090.1822126
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Joshua Jones
中科院分区：
文献类型：
--
作者：
Ljubomir Perković;Amber Settle;Sungsoon Hwang;Joshua Jones
我们描述了一个在广泛的通识教育课程中实施计算思维的框架。该框架是为没有受过正规信息技术培训的教师设计的，目的是为了理解计算思维并将其融入他们自己的通识教育课程。该框架包括计算思维在各种通识教育课程中的例子，以及课堂活动、作业和其他课程评估的样本。不同课程中的例子是相互关联的，并使用来自丹宁计算大原理的类别进行区分，以便在不同背景下出现的相似类型的计算思维被聚集在一起。这有助于理解课程中的计算思维，并为今后编写新课程材料提供模板。计算思维在设计范畴的具体例子在三个不同的课程的背景下提供。
We describe a framework for implementing computational thinking in a broad variety of general education courses. The framework is designed to be used by faculty without formal training in information technology in order to understand and integrate computational thinking into their own general education courses. The framework includes examples of computational thinking in a variety of general education courses, as well as sample in-class activities, assignments, and other assessments for the courses. The examples in the different courses are related and differentiated using categories taken from Denning Great Principles of Computing, so that similar types of computational thinking appearing in different contexts are brought together. This aids understanding of the computational thinking found in the courses and provides a template for future work on new course materials. Specific examples of computational thinking in the design category are provided in the context of three distinct courses.