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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
Publikationsdatum:
Zu finden in: ICER 2019, 2019
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iconZusammenfassungen

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)

iconBemerkungen

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

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Personen
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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, Ami/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, Erica Rosenfeld Halverson, Natalie Rusk, Patricia K. Schank, Anna Sfard, Jay Silver, Brian Silverman, Elliot Soloway, Jim Spohrer, Veena Vasudevan, Annette Vee, David Weintrop, Uri Wilensky

Begriffe
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computational thinkingcomputational thinking, Computerspielecomputer game, data literacy, 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
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
class="j5" >1986 local  Turtle geometry (Harold Abelson, Andrea DiSessa) 4, 9, 15, 11, 9, 9, 7, 10, 16, 8, 2, 11662345
class="j5" >1988  local  Studying the Novice Programmer (Elliot Soloway, Jim Spohrer) 18, 13, 10, 10, 10, 7, 19, 11, 1, 4, 5, 558445400
class="j5" >1991 Children Designers (Idit Harel) 3, 8, 7, 14, 6, 7, 7, 7, 12, 12, 11, 119512960
class="j4" >1995 local web  Minds in Play (Yasmin B. Kafai) 7, 9, 16, 12, 10, 10, 10, 10, 13, 14, 2, 325322470
class="j4" >2001 Changing Minds (Andrea DiSessa) 7, 11, 13, 8, 9, 9, 7, 8, 14, 12, 2, 228521396
class="j4" >2002 Global Information Technology Report 20027, 10, 14, 11, 8, 8, 10, 10, 16, 11, 2, 2912705
class="j4" >2002  local web  Unlocking the Clubhouse (Jane Margolis, Allan Fisher) 10, 15, 12, 8, 8, 12, 8, 17, 19, 1, 1, 246271404
class="j3" >2008 SIGCSE 2008 (J. D. Dougherty, Susan H. Rodger, Sue Fitzgerald, Mark Guzdial) 17, 12, 10, 10, 9, 13, 11, 14, 2, 1, 5, 5203425316
class="j3" >2014 local web  Creative Computing (Karen Brennan, Christan Balch, Michelle Chung) 6, 10, 8, 5, 5, 6, 3, 7, 8, 7, 1, 1151202
class="j2" >2015 Proceedings 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) 17, 10, 7, 7, 11, 9, 16, 14, 1, 1, 4, 3272454484
class="j2" >2015 ICER 2015 (Brian Dorn, Judy Sheard, Quintin I. Cutts) 18, 17, 12, 15, 15, 15, 14, 18, 20, 1, 2, 3362072505
class="j2" >2016 local  Makeology (Kylie A. Peppler, Erica Rosenfeld Halverson, Yasmin B. Kafai) 67, 6, 7, 2, 1, 1111184
class="j2" >2017 local  Coding Literacy (Annette Vee) 296, 34, 6, 6, 4, 55894351
class="j2" >2017 local web  Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) 8, 14, 19, 15, 8, 8, 12, 14, 12, 16, 4, 4101904442
class="j2" >2018 local web  SIGCSE 2018 (Tiffany Barnes, Daniel D. Garcia, Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones) 12, 14, 14, 11, 13, 20, 26, 5, 8, 5, 7, 11610281470
class="j2" >2018 ICER 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) 18, 15, 20, 8, 8, 9, 10, 12, 16, 2, 4, 4101954461
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
class="j5" >1984 local web  On the cognitive effects of learning computer programming (Roy Pea, D. Midian Kurland) 20, 10, 11, 11, 8, 10, 11, 12, 1, 1, 4, 133151456
class="j5" >1990 local web  Programming Language/Problem-Solving Research (David B. Palumbo) 20, 10, 11, 11, 6, 8, 14, 13, 1, 1, 1, 28231346
class="j4" >1998 local web  On Two Metaphors for learning and the Dangers of Choosing Just One (Anna Sfard) 4, 6, 14, 6, 8, 8, 7, 6, 11, 8, 1, 1621198
class="j4" >2002 local web  Rethinking Learning in the Digital Age (Mitchel Resnick) 9100
class="j3" >2008 local web  Programming by choice (John H. Maloney, Kylie A. Peppler, Yasmin B. Kafai, Mitchel Resnick, Natalie Rusk) 9400
class="j3" >2009 local web  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) 18, 16, 16, 16, 13, 13, 19, 28, 3, 1, 4, 565284884
class="j2" >2015 local web  Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs (David Weintrop, Uri Wilensky) 9, 12, 12, 10, 8, 14, 13, 11, 1, 4, 4, 112251316
class="j2" >2015 local web  Constructionist Gaming Beyond the Screen (Yasmin B. Kafai, Veena Vasudevan) 16, 7, 10, 10, 7, 6, 14, 10, 1, 1, 6, 51166283
class="j2" >2017 local web  Remaining Trouble Spots with Computational Thinking (Peter Denning) 16, 9, 7, 7, 8, 12, 16, 10, 3, 1, 5, 17321305
class="j2" >2018 local web  What We Can Learn About Student Learning From Open-Ended Programming Projects in Middle School Computer Science (Shuchi Grover, Satabdi Basu, Patricia K. Schank) 2400
class="j2" >2018 local web  On Use of Theory in Computing Education Research (Greg L. Nelson, Andrew J. Ko) 2100

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