Computational thinking for youth in practice

Authors:
Irene Lee;Fred Martin;Jill Denner;Bob Coulter;Walter Allan;Jeri Erickson;Joyce Malyn-Smith;Linda Werner
Affiliations:
Santa Fe Institute, Santa Fe, New Mexico;University of Massachusetts Lowell, Lowell, Massachusetts;ETR Associates, Scotts Valley, California;Missouri Botanical Garden, St. Louis, Missouri;Foundation for Blood Research ScienceWorks for ME, Scarborough, Maine;Foundation for Blood Research, Scarborough, Maine;ITEST Learning Resource Center, Newton Massachusetts;University of California, Santa Cruz, Santa Cruz, California
Venue:
ACM Inroads
Year:
2011

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Abstract

Computational thinking (CT) has been described as the use of abstraction, automation, and analysis in problem-solving [3]. We examine how these ways of thinking take shape for middle and high school youth in a set of NSF-supported programs. We discuss opportunities and challenges in both in-school and after-school contexts. Based on these observations, we present a "use-modify-create" framework, representing three phases of students' cognitive and practical activity in computational thinking. We recommend continued investment in the development of CT-rich learning environments, in educators who can facilitate their use, and in research on the broader value of computational thinking.