A framework of curriculum design for computational thinking development in K-12 education

Kong, Siu Cheung 江紹祥

doi:10.1007/s40692-016-0076-z

Cited by 71 publications

(37 citation statements)

References 14 publications

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“…CT education has been immersed in a diversity of school subjects in Hong Kong. For instance, ''Cool-Think@JC'' is an educational project focusing on the primary students' CT cultivation, which includes a framework for guiding the design of K-12 CT curriculum (Kong 2016). The results of earlier studies on coding education in a Hong Kong local primary school from 2012 to 2014 indicated a positive impact on the overall performance of mathematics and general studies subjects (Wong et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Computational Thinking Education in the Asian Pacific Region

Jong

Liu

2019

Asia-Pacific Edu Res

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The importance of computational thinking (CT) education in the twenty-first century cannot be understated, as digital computing technologies have become an essential component of practically all human activities. Due to their strength in the ICT industry, countries such as Korea, Taiwan, Hong Kong, and China have launched national curricular reforms to address the current movement of CT education in K-12 education. This special issue, therefore, intends to provide insights into the current curricular reform movement of CT education in the Asian Pacific region. It includes six papers presenting studies which expose the recent evidence-driven research and development of CT education. The findings of the studies shed light on the future policy and implementation of CT education in the Asian Pacific region. Integrating CT into formal education involves far more than learning and teaching of computational concepts and coding skills. We hope that this special issue provides better understandings of the current status of CT education in the Asia-Pacific region and the challenges faced by teachers, school administrators, and policy makers as well as other key stakeholders in the education community.

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Section: Introductionmentioning

confidence: 99%

Computational Thinking Education in the Asian Pacific Region

Jong

Liu

2019

Asia-Pacific Edu Res

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“…Previous studies discussed about what it might mean and what we might do about computational thinking (Hu, 2011), problem solving in the mathematics classroom in Germany (Voskoglou & Buckley, 2012;Voskoglou, 2013) implications for teacher knowledge in K-6 computational thinking curriculum framework (Angeli et al, 2016), the possibility of improving computational thinking through activity based learning (Cho & Lee, 2017), a framework of curriculum design for computational thinking development in K-12 education (Kong, 2016). The level of participants' computational thinking skills differed significantly in terms of their grade level, not significantly different in terms of their gender (Korucu et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Problem Solving in the Context of Computational Thinking

Maharani

Kholid

Pradana

et al. 2019

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Computational thinking is needed in the 21st century, where we live in an era of digitalization. Also, there is a global movement to incorporate computational thinking into the education curriculum, especially Mathematics education. The different of this research with others is this research compares the Polya problem solving and computational thinking. This research was conducted to find out how the relationship/relationship of the Polya problem-solving with the steps of computational thinking. The method used in this research is descriptive qualitative. The subject of this study was mathematics education students. The results showed that the relationship between problem-solving and computational thinking of respondent when solving the problem is when defining the problem in the context of problem-solving, the respondent performs the stage of decomposition and abstraction in the context of computational thinking. During the planning process of the solution process, respondents carried out the generalization stage. When the scene is carrying out the plan and the problem solver to look back to evaluate the solution, the respondent performs the debugging and algorithmic steps.

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“…It is therefore important for learners to experience expressing, connecting, and questioning in the process of programming. Through these experiences, they are expected to establish a computational identity and achieve digital empowerment [13].…”

Section: The Definition Of Computing Thinkingmentioning

confidence: 99%

“…Papert [7] claimed that the Logo programming experience could develop powerful intellectual thinking skills among children. To better adapt to this digital age, Kong [13] propose a seven-principle framework to design the curriculum in K-12 to promote computational thinking (CT) through programming. After Logo, the use of programming to teach computational thinking skills in K-12 was not extensively reported.…”

Section: The Cultivation Of Computing Thinking Through Cs Unpluggedmentioning

confidence: 99%

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The Effects on Young Students’ Computational Thinking in CS Unplugged Activities

Zha¹,

Peng²,

Zhang³

2019

JITLL

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Computational thinking is viewed as a critical and necessary skill in the 21st century that everyone should learn. In addition, six years ago, Wing had argued for adding this new competency to every child's analytical ability as a vital element of science, technology, engineering, and mathematics (STEM) learning. This study aims to analyze an unplugged computer course effects on young students' computational thinking, especially focuses on their programming attitude and computational concepts and explore the relationship between logical reasoning ability and computational concept. This study investigates the development of 25 young students' computational thinking in 1st to 2nd grade through a "computer science unplugged course", which is a curriculum that has been developed for many years and has the goal to teach computational thinking without using computers. It adopted action research and collected data through questionnaire. The results showed that there is a strong connection between logical reasoning ability and computing concept. Moreover, there was little difference in the attitude toward programming between gender in young students.

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A framework of curriculum design for computational thinking development in K-12 education

Cited by 71 publications

References 14 publications

Computational Thinking Education in the Asian Pacific Region

Computational Thinking Education in the Asian Pacific Region

Problem Solving in the Context of Computational Thinking

The Effects on Young Students’ Computational Thinking in CS Unplugged Activities

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