An operationalized model for defining computational thinking
An operationalized model for defining computational thinking
复制标题
定义计算思维的操作化模型
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
S. Brophy
中科院分区：
文献类型：
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作者：
Tony Lowe;S. Brophy
计算思维(CT)的概念框架正在进入其研究的第二个十年，但仍然缺乏一个能够使该领域凝聚在一起的连贯定义。缺乏明确的定义使评估工具难以制定，教学努力难以比较，研究难以综合。本文试图将CT的不同定义付诸实施，提高教学能力，然后评估CT的存在。在CT定义、行业实践和流程以及教育理论的基础上，我们将现有的概念联系起来，并提出一个新的元素来模拟CT的积极定义，作为指导未来研究的理论框架。我们的模型更新了现有的CT定义，形式上包括建模、引入社会技术过程、将信息收集与数据收集分开，并将测试作为一个重要的CT概念加以强调。我们认为这些元素和相互联系使CT更容易描述和测量。
The Computational Thinking (CT) conceptual framework is entering its second decade of research yet still lacks a cohesive definition by which the field can coalesce. The lack of clear definition makes assessment tool challenging to formulate, pedagogical efforts difficult to compare, and research difficult to synthesize. This paper looks to operationalize differing definitions of CT enhancing the ability to teach then assess the presence of CT. Expanding upon CT definitions, industry practices and processes, and educational theory, we link existing concepts and propose a new element to model an active definition of CT as a theoretical framework to guide future research. Our model updates existing CT definition by formally including Modeling, introducing Socio-Technical processes, separating Information Gathering from Data Collection and adding emphasis to Testing as a vital CT concept. We feel these elements and interconnections make CT is easier to describe and measure.