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From Theory Bias to Theory Dialogue

Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education
Yasmin B. Kafai, Chris Proctor, Debora Lui
Zu finden in: ICER 2019, 2019
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Beat Döbeli HoneggerDie AutorInnen beschreiben drei unterschiedliche Sichtweisen von computational thinking (cognitive, situated und critical) und betonen, dass die verwendete Definition von CT grossen Einfluss auf Forschung und Lehre hat.
Von Beat Döbeli Honegger, erfasst im Biblionetz am 18.08.2019
Yasmin B. KafaiIn this paper, we use the concept of computational thinking to illustrate how theoretical framings direct our attention to differ ent, but equally important aspects in learning and teaching within K-12 CS education. Theoretical framing is needed to articulate educational goals, and therefore to evaluate the quality of peda gogical designs.
Von Yasmin B. Kafai, Chris Proctor, Debora Lui im Konferenz-Band ICER 2019 im Text From Theory Bias to Theory Dialogue (2019)
Yasmin B. KafaiIn this paper, we unpacked different framings of computational thinking that have been in use in the CS education community. Rather than seeking conceptual unity in computational thinking, we highlighted the different ontological commitments that cognitive, situated and critical framings bring to computational thinking and illustrated how these contextualize research with programming tools, design of applications, and classroom implementations.
Von Yasmin B. Kafai, Chris Proctor, Debora Lui im Konferenz-Band ICER 2019 im Text From Theory Bias to Theory Dialogue (2019)
Yasmin B. Kafai

The increased interest in promoting CS education for all has been coalescing around the idea of "computational thinking." Several framings for promoting computational thinking in K-12 education have been proposed by practitioners and researchers that each place different emphases on either (1) skill and competence building, (2) creative expression and participation, or (3) social justice and ethics. We review each framing and how the framings structure the theory space of computational thinking. We then discuss how CS education can leverage the explanatory potential that each framing offers to the implementation and evaluation of learning, teaching, and tools in computing education. Our goal is to help CS education researchers, teachers, and designers unpack and leverage the complexities of this theory space (rather than ignoring it) while also addressing broader educational concerns regarding diversity, providing new directions for how students and teachers can actively participate in designing their digital futures, and directing current computing education efforts towards a more humanistic orientation.

Von Yasmin B. Kafai, Chris Proctor, Debora Lui im Konferenz-Band ICER 2019 im Text From Theory Bias to Theory Dialogue (2019)
Yasmin B. Kafai

As a first step, we identify and describe three prevalent framings of computational thinking that we have found within the larger landscape of CS education:

  1. Cognitive computational thinking seeks to provide students with an understanding of key computational concepts, practices, and perspectives thereby emphasizing skill building and competencies which will be useful in college and future careers;
  2. Situated computational thinking stresses personal creative expression and social engagement as a pathway in becoming computationally fluent building on youth interest in digital media and production; and
  3. Critical computational thinking recognizes that computing is not an unequivocal social good, and proposes an analytical approach to the values, practices, and infrastructure underlying computation as part of a broader goal of education for justice.

We illustrate each framing with examples from various studies and discuss how these framings of computational thinking have functioned as design heuristics that provide specific directives for curricular initiatives that inform the design of learning and teaching tools, materials and activities.We then consider how these framings are an integral part of the larger theory space of efforts promoting K-12 computational thinking and how they should be considered in dialogue with one another rather than in opposition. Based on this understanding, we offer suggestions for how to proceed forward with a more holistic view of not only what computational thinking should be, but also directions for it might be studied or taught moving into the future.

Von Yasmin B. Kafai, Chris Proctor, Debora Lui im Konferenz-Band ICER 2019 im Text From Theory Bias to Theory Dialogue (2019)


Yasmin B. KafaiFollowing Haraway [26], our goal here is not to push any kind of ‘objective’ truth about the best practices in CS Education, but rather to acknowledge that all perspectives and approaches within the field are partial and contingent.
Von Yasmin B. Kafai, Chris Proctor, Debora Lui im Konferenz-Band ICER 2019 im Text From Theory Bias to Theory Dialogue (2019) auf Seite 101

iconDieses Konferenz-Paper erwähnt...

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Harold Abelson, Christan Balch, Satabdi Basu, Karen Brennan, Michelle Chung, Peter Denning, Andrea DiSessa, Evelyn Eastmond, Allan Fisher, Shuchi Grover, Idit Harel, Charles B. Hodges, Yasmin B. Kafai, Andrew J. Ko, D. Midian Kurland, John Maloney, John H. Maloney, Jane Margolis, Amon Millner, Andrés Monroy-Hernández, Greg L. Nelson, David B. Palumbo, Roy Pea, Kylie A. Peppler, Mitchel Resnick, Peter J. Rich, Eric Rosenbaum, Natalie Rusk, Patricia K. Schank, Anna Sfard, Jay Silver, Brian Silverman, Elliot Soloway, Jim Spohrer, Veena Vasudevan, David Weintrop, Uri Wilensky

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computational thinkingcomputational thinking, Computerspielecomputer game, Informatikcomputer science, Informatik-Didaktikdidactics of computer science, Informatik-Unterricht (Fachinformatik)Computer Science Education, Informatikunterricht in der Schule, Konnektivismusconnectivism, Konstruktionismusconstructionism, MINTscience, technology, engineering, mathematics, Programmierenprogramming, storytellingstorytelling, Theorietheory
Jahr UmschlagTitelAbrufeIBOBKBLB
1986   Turtle geometry (Harold Abelson, Andrea DiSessa) 5, 1, 3, 2, 4, 5, 3, 1, 1, 9, 2, 51365134
1988   Studying the Novice Programmer (Elliot Soloway, Jim Spohrer) 1, 2, 1, 6, 4, 2, 5, 11, 3, 3, 2, 248442135
1991Children Designers (Idit Harel) 4, 2, 1, 3, 1, 6, 4, 5, 6, 2, 3, 31853756
1995    Minds in Play (Yasmin B. Kafai) 2, 3, 1, 6, 3, 3, 7, 10, 2, 4, 6, 223322217
2001Changing Minds (Andrea DiSessa) 2, 1, 6, 6, 4, 1, 4, 10, 3, 4, 5, 223521190
2002Global Information Technology Report 20022, 1, 2, 2, 4, 2, 2, 4, 1, 1, 6, 108110531
2002     Unlocking the Clubhouse (Jane Margolis, Allan Fisher) 3, 2, 3, 1, 7, 4, 1, 15, 2, 1, 1, 336233166
2008SIGCSE 2008 (J. D. Dougherty, Susan H. Rodger, Sue Fitzgerald, Mark Guzdial) 2, 1, 2, 1, 1, 5, 2, 1, 2, 38342320
2014    Creative Computing (Karen Brennan, Christan Balch, Michelle Chung) 1, 2, 4, 3, 3, 2, 1, 1, 3, 1, 1, 125167
2015Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) 7, 1, 3, 6, 5, 2, 4, 15, 6, 12, 12, 141823714172
2015ICER 2015 (Brian Dorn, Judy Sheard, Quintin I. Cutts) 4, 1, 3, 3, 5, 1, 3, 11, 3, 1, 3, 2262032168
2017    Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) 2, 1, 1, 2, 3, 1, 3, 12, 5, 4, 3, 2281792134
2018    SIGCSE 2018 (Tiffany Barnes, Daniel D. Garcia, Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones) 64, 7, 3, 2, 1, 5, 18, 8, 8, 5, 51695126
2018ICER 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) 50, 52, 4, 2, 2, 1, 4, 6, 4, 6, 5, 5511865141
Jahr UmschlagTitelAbrufeIBOBKBLB
1984    On the cognitive effects of learning computer programming (Roy Pea, D. Midian Kurland) 1, 3, 2, 5, 4, 2, 1, 7, 5, 2, 2, 428154230
1990    Programming Language/Problem-Solving Research (David B. Palumbo) 3, 5, 1, 1, 4, 5, 3, 5, 5, 2, 2, 28232154
1998    On Two Metaphors for learning and the Dangers of Choosing Just One (Anna Sfard) 1, 1, 1, 3, 1, 2, 3, 2, 1, 2, 1, 3, 142171
2002    Rethinking Learning in the Digital Age (Mitchel Resnick) 8100
2008    Programming by choice (John H. Maloney, Kylie A. Peppler, Yasmin B. Kafai, Mitchel Resnick, Natalie Rusk) 6400
2009    Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai) 4, 9, 1, 6, 7, 5, 3, 12, 5, 3, 3, 545285524
2015    Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs (David Weintrop, Uri Wilensky) 3, 2, 2, 2, 3, 4, 2, 1, 9, 1, 4, 1825192
2015    Constructionist Gaming Beyond the Screen (Yasmin B. Kafai, Veena Vasudevan) 1, 1, 3, 2, 2, 3, 3, 2, 9, 4, 4, 4, 2216256
2017    Remaining Trouble Spots with Computational Thinking (Peter Denning) 2, 1, 2, 4, 2, 5, 3, 1, 7, 3, 1, 35323100
2018    What We Can Learn About Student Learning From Open-Ended Programming Projects in Middle School Computer Science (Shuchi Grover, Satabdi Basu, Patricia K. Schank) 3400
2018    On Use of Theory in Computing Education Research (Greg L. Nelson, Andrew J. Ko) 3100



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