DescriptionMany have used the development of computational thinking as a justification for including computer science in national curricula for all students, and yet there remains some debate about what this means, in both theory and practice. In this talk, Miles explores two contrasting interpretations of computational thinking, and the implications of these for classroom practice.
Turning first to the view that computational thinking is the applications of ideas from computer science to other contexts, Miles shares examples of some of the teaching and assessment resources based on this view. He draws parallels between computational thinking and other discipline specific approaches, such as mathematical reasoning, design thinking and scientific thinking. He investigates the evidence for common approaches to problem solving across STEM disciplines.
Miles goes on to consider a more programming-specific interpretation of computational thinking, in which it is viewed as an approach to automating the solutions to problems. He explores how programmers typically tackle problems and looks at how programming tasks might be used to teach and assess problem solving approaches that sit above the detail of implementation as code in specific languages.
Attempting some synthesis of these two perspectives, Miles concludes by giving examples of how STEM disciplines can offer motivating contexts for programming tasks and how school pupils might apply their programming skills to support their study in mathematics, science and technology subjects.
Estimated audience numbers (if applicable)150
|Period||2 Sept 2022|
|Event title||6.º Encontro Regional de Tecnologias na Educação : Pensar a transição digital|
|Location||Ponta Delgada, Portugal|
|Degree of Recognition||International|