Educational Researcher· 2013Q1· Review
Computational Thinking in K–12
- 2,425citations
- Q1SCImago
- 2013year
Short summary
This article reviews the discourse on computational thinking (CT) in K–12 education, six years after Jeannette Wing's seminal call for its inclusion as a core analytical skill.
AI-generated from the title and abstract; the full text is not read.
Key points
- Reviews the state of computational thinking (CT) discourse in K–12 education.
- Examines academic literature published since Wing's influential 2006 article.
- Identifies gaps in current CT research within K–12 settings.
- Articulates priorities for future research on CT education.
AI-generated from the title and abstract; the full text is not read.
Abstract
Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.
The authors' abstract, as published at the source. Educational Researcher, 2013 · DOI ↗
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Field: Computer Science Applications
Computer Science ApplicationsComputer Science