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Computational Thinking, Between Papert and Wing
Science & Education ( IF 2.8 ) Pub Date : 2021-04-28 , DOI: 10.1007/s11191-021-00202-5
Michael Lodi , Simone Martini

The pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.



中文翻译:

Papert和Wing之间的计算思维

在当今的数字社会中,计算机科学(CS)的普及以及其他科学中计算方法的广泛使用,要求在学校课程中引入计算机科学(CS)。因此,计算机科学教育变得越来越重要。在CS K-12教育中,计算思维(CT)是被滥用的流行词之一:不同的利益相关者(媒体,教育者,政治家)赋予它不同的含义,其中一些更着重于CS,另一些更与它的跨学科价值相关。该表述由两位著名的研究人员,珍妮特·温(Jeannette Wing,2006年)和西摩·帕尔特(Seymour Papert,1980年很早)提出,他们各自强调同一个主题的不同方面。本文将使用一种历史方法来回顾,讨论和介绍这两种有关CT的教育和认识论方法。我们将把它们与当今的背景联系起来,并评估哪些方面仍与CS K-12教育相关。在这两者中,特别感兴趣的是“ Papert's CT”,这是鲜为人知且研究较少的内容。我们将得出结论,如果正确理解“机翼的CT”和“纸的CT”,都与当今的计算机科学教育有关。从Wing,我们应该保留计算机科学的中心地位,CT是技术能力的(科学和文化)基础。按照这种解释,CT是理解当今算法体系的一个镜头和一组类别。对于Papert,我们应该保留建构主义的思想,即只有学生对技术内容的社交和情感投入才能使编程成为学习(也)其他学科的跨学科工具。我们还将讨论经常引用(并且经常未经验证)的说法,即CT自动“转移”到其他21世纪的广泛技能。我们的分析将对教育工作者和学者认识并避免误解并建立在CT的两个核心根源上具有重要意义。

更新日期:2021-04-29
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