It's Mathematical, After All--the Nature of Learning Computer Programming
Education and Information Technologies
Communications of the ACM - Self managed systems
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Is abstraction the key to computing?
Communications of the ACM
Thinking about computational thinking
Proceedings of the 40th ACM technical symposium on Computer science education
The profession of IT: Beyond computational thinking
Communications of the ACM - One Laptop Per Child: Vision vs. Reality
Commonsense understanding of concurrency: computing students and concert tickets
Communications of the ACM
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Computational thinking in educational activities: an evaluation of the educational game light-bot
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
First year student performance in a test for computational thinking
Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference
Comparative paradigms in the examination of software production
Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference
Quantitative correlation between ability to compute and student performance in a primary school
Proceedings of the 45th ACM technical symposium on Computer science education
| Hi-index | 0.00 |
Computational thinking has been promoted in recent years as a skill that is as fundamental as being able to read, write, and do arithmetic. However, what computational thinking really means remains speculative. While wonders, discussions and debates will likely continue, this article provides some analysis aimed to further the understanding of the notion. It argues that computational thinking is likely a hybrid thinking paradigm that must accommodate different thinking modes in terms of the way each would influence what we do in computation. Furthermore, the article makes an attempt to define computational thinking and connect the (potential) thinking elements to the known thinking paradigms. Finally, the author discusses some implications of the analysis.