Computational Thinking For Everyone: A Workshop Series

这项CEISE特别项目奖资助美国国家科学院计算机科学和电信委员会举办两个研讨会，探讨计算思维的本质及其认知和教育层面。第一个研讨会的重点是计算思维的本质。第二期工作坊侧重于计算思维的认知和教育层面，特别是对K-12学生和教师而言。将为每个讲习班编写一份报告，以总结和综合讨论，比较和对比受邀专家与会者的观点，并确定共同立场和向前推进的领域。这些报告将在计算机界和教育界广泛传播，其学术价值在于计算思维这一主题对计算机和教育界的重要性，以及根据会议结果推动发现和变革性研究的潜力。美国国家科学院在促进这种国家对话和让具有丰富专业知识的个人参与解决和推进对科学界至关重要的问题和概念方面有着出色的记录。该项目对计算思维的核心要素以及认知方面有了明确的理解，从而为在对计算和教育至关重要的领域进行新的研究奠定了基础。更广泛的影响在于健全地发展了最终与每个人相关的基本分析技能。在将计算思维纳入K-12教育方面的进展不仅会影响K-12教育的未来发展，而且还会影响未来劳动力的技能组合，无论是在科学领域还是更广泛的领域。

This CISE special project award provides funding to the Computer Science and Telecommunications Board of the National Academy of Sciences to hold two workshops to explore the nature of computational thinking and its cognitive and educational dimensions. The first workshop focuses on the nature of computational thinking. The second workshop focuses on the cognitive and educational dimensions of computational thinking, particularly for K-12 students and teachers. A report for each workshop is to be developed to summarize and synthesize discussions, compare and contrast the views of the invited expert participants, and identify common ground and areas for moving forward. The reports are to be disseminated widely in both computing and educational communities.The intellectual merit lies in the importance of the topic of computational thinking to the computing and education communities and the potential to advance discovery and transformative research based on the outcomes of the meeting. The National Academy of Sciences has an outstanding track record in promoting this kind of national dialogue and engaging individuals with significant expertise to address and move forward issues and concepts critical to the scientific community. The project develops a clear understanding of the central elements of computational thinking as well as the cognitive aspects, thus forming the basis for new research in an area critical to computing and education.The broader impacts lie in sound development of a fundamental analytical skill that is ultimately relevant to everyone. Progress toward incorporating computational thinking into K-12 education could impact not only on the future development of K-12 education but also on the skill set of future members of the workforce, both in the sciences and more broadly.