On the Future of Computational Thinking Education: Moving beyond the Digital Agenda, a Discourse Analysis Perspective

Dolgopolovas, Vladimiras; Dagienė, Valentina

doi:10.3390/su132413848

Cited by 13 publications

(2 citation statements)

References 61 publications

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“…It can be considered as the next step toward a more comprehensive semiotic understanding of CT as it applies to early childhood education and development, as well as to the continuation of the authors' earlier work on the subject. Whereas the authors' previous work on the subject [75] focuses on the "whole" landscape of CT, this research, on the contrary, following the tradition of semiotics, focuses on a kind of a "micro level", providing an examination of one particular case and extending it with a kind of subsequent generalization as related to CT and its conceptual and phenomenological understanding.…”

Section: Further Work and Concluding Remarksmentioning

confidence: 99%

On Semiotics Perspectives of Computational Thinking: Unravelling the “Pamphlet” Approach, a Case Study

Dolgopolovas

Dagienė

2022

Sustainability

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Computational thinking (CT) is in the midst of an ongoing debate about its scope and definitions. There is a trend away from a “traditional” computer science-inspired agenda towards a focus on universal competences for today’s labor market. However—and this is the motivation behind the research—the shift described is just an unconscious attempt to reveal the immanent nature of CT as an evolving semiotic phenomenon. The aim of this study is to explore directions and perspectives for the further development of CT and related methodological design approaches. As a research strategy, this article utilizes a case study on the presented set of resources dedicated to CT early education and reveals it in terms of multimodal discourse analysis. As a result, a landscape of future CT trends is presented, uncovering CT from a multimodal semiotic perspective. This article discusses various issues related to CT and its multimodal semiotics nature, perspectives on the design of CT-related resources and additional educational issues such as the perspectives on instructional approaches for CT teaching. We conclude that CT as a social phenomenon is in the process of an evolutionary transformation of its constitutive structure in the direction of further revealing its agentive semiotic nature.

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Section: Further Work and Concluding Remarksmentioning

confidence: 99%

On Semiotics Perspectives of Computational Thinking: Unravelling the “Pamphlet” Approach, a Case Study

Dolgopolovas

Dagienė

2022

Sustainability

Self Cite

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“…Kong, Chiu, and Lai [37] in his study confirms the fact of Brennan and Resnick [38] and Papert [39] that, with the development of CT, students can creatively express their ideas. In addition to computer thinking [33,34,40,41,42,43] algorithmic thinking has been studied in the literature [44,45], [46], [47]. [48] present empirical proofs and further guidance on the assessment of the ability of elementary school students to do games-based programming.…”

Section: Introductionmentioning

confidence: 99%

How to Learn and How to Teach the Five Content Areas: Programming Languages, Game Design, Computer Thinking, Algorithmic Thinking and Robotics Programming - A Systematic Review of Journal Publications From 2015 to 2020”

Cvetković¹,

Rastovac²,

Viduka³

et al. 2023

Preprint

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This study presents review of 7580 papers in 13 academic journals, published from January 2015 to January 2020. After a detailed analysis of all papers, 46 papers were further selected showing research on a student population aged between 6 and 15 years old. In order for the paper to be included in the research, the condition was that the paper deals with teaching at least one of the following content areas: programming languages, game design, computer thinking (CT), algorithmic thinking and robotics programming. This study shows the representation of the listed content area in reviewed papers for the specified time period as well as a detailed analysis of the selected papers. Available data about study, participants and education level, country (first author), learning domain, teaching tools, research questions, hypothesis, pre/post-test results, interviews, control groups, course duration, research design, previous experience, project or grant and re-search purpose in detected papers were analysed. In addition, impact of studying some of the listed content areas on student learning performance, motivation, attitude and perception were investigated.

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Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

Dolgopolovas,

Dagiene

2024

Comp Applic In Engineering

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In this conceptual study, we explore the incorporation of computational thinking (CT) within integrated Science, Technology, Engineering, and Mathematics (STEM) education, aiming to enhance the Technological Pedagogical Content Knowledge (TPACK) framework for teacher professional development. Despite the fundamental role of mathematics in K‐16 and engineering education, its theoretical and practical dimensions in a transdisciplinary STEM context and its interlinks with CT remain underexplored. This gap extends to the professional development of teachers in research‐oriented STEM environments, which presents significant challenges. The study aims to address these issues by repositioning cognitive‐adaptive competencies such as CT and design thinking (DT) as a crucial enabler for STEM teacher professional competency, advocating for a move beyond normative approaches. We comprehensively analyze the integration efforts of CT in STEM, which often rely on declarative definitions without substantive practical implications. The study poses questions on (1) how CT can be effectively integrated into STEM, (2) the characteristics of the normative‐adaptive model for teacher education, and (3) the development of a conceptual educational framework focused on mathematical modeling, simulation design, and student engagement in research. Drawing on innovative educational practices, we scrutinize the integration of CT and DT through examples from mathematics, emphasizing the importance of developing computational models and algorithms. Ultimately, we propose a competency‐centered normative‐adaptive‐context aware model of STEM integration (NACAMS)‐TPACK model that enhances the classical TPACK framework by interlinking computational, design, and general pedagogical competencies. This study is particularly relevant for educators, policymakers, and researchers involved in K‐16 STEM and engineering education.

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On the Future of Computational Thinking Education: Moving beyond the Digital Agenda, a Discourse Analysis Perspective

Cited by 13 publications

References 61 publications

On Semiotics Perspectives of Computational Thinking: Unravelling the “Pamphlet” Approach, a Case Study

On Semiotics Perspectives of Computational Thinking: Unravelling the “Pamphlet” Approach, a Case Study

How to Learn and How to Teach the Five Content Areas: Programming Languages, Game Design, Computer Thinking, Algorithmic Thinking and Robotics Programming - A Systematic Review of Journal Publications From 2015 to 2020”

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

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