Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms
Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms
复制标题
全民计算思维：将 21 世纪问题解决融入 K-12 课堂的教学方法
DOI：
10.1007/s11528-016-0087-7
复制
发表时间：
2016
期刊：
影响因子：
2.5
通讯作者：
C. Stephenson
中科院分区：
文献类型：
--
作者：
Aman Yadav;Hai Hong;C. Stephenson
最近的重点计算思维作为一个关键的21世纪世纪的技能，为所有的学生，导致了一些课程计划，以嵌入它在K-12教室。在本文中，我们讨论了关键的计算思维结构，包括算法，抽象和自动化。我们进一步讨论了这些想法是如何与当前的教育改革，如共同核心和下一代科学标准，并提供具体的手段，将允许教师嵌入这些想法在他们的K-12教室，包括教学技术专家和专业发展专家的建议注入计算思维到其他科目。总之，我们认为，本文中概述的计算思维的想法是移动学生从仅仅是技术素养，使用计算工具来解决问题的关键。
The recent focus on computational thinking as a key 21st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms. In this paper, we discuss the key computational thinking constructs, including algorithms, abstraction, and automation. We further discuss how these ideas are related to current educational reforms, such as Common Core and Next Generation Science Standards and provide specific means that would allow teachers to embed these ideas in their K-12 classrooms, including recommendations for instructional technologists and professional development experts for infusing computational thinking into other subjects. In conclusion, we suggest that computational thinking ideas outlined in this paper are key to moving students from merely being technology-literate to using computational tools to solve problems.