Computational thinking for youth in practice

被引：384

作者：

Lee I. ^{[1
]}

Martin F. ^{[2
]}

Denner J. ^{[3
]}

Coulter B. ^{[4
]}

Allan W. ^{[5
]}

Erickson J. ^{[5
]}

Malyn-Smith J. ^{[6
]}

Werner L. ^{[7
]}

机构：

[1] Santa Fe Institute, Santa Fe, NM 87505

[2] University of Massachusetts Lowell, Lowell, MA 01854

[3] ETR Associates, Scotts Valley, CA 95066

[4] Missouri Botanical Garden, St. Louis, MO 63166-0299

[5] Foundation for Blood Research, ScienceWorks for ME, Scarborough, ME 04070

[6] ITEST Learning Resource Center, Education Development Center, Newton, MA 02458-1060

[7] University of California, Santa Cruz, Baskin Engineering, Santa Cruz, CA 95064

来源：

ACM Inroads | 2011年 / 2卷 / 01期

基金：

美国国家科学基金会;

关键词：

Abstraction; Analysis; Automation; Computational thinking; Computer science education;

D O I：

10.1145/1929887.1929902

中图分类号：

学科分类号：

摘要：

been described as the use of abstraction, automation, and analysis in problem-solving [3]. We examine how these ways of thinking take shape for middle and high school youth in a set of NSF-supported programs. We discuss opportunities and challenges in both in-school and after-school contexts. Based on these observations, we present a "use-modify-create" framework, representing three phases of students' cognitive and practical activity in computational thinking. We recommend continued investment in the development of CT-rich learning environments, in educators who can facilitate their use, and in research on the broader value of computational thinking. © 2011 ACM.

引用

页码：32 / 37

页数：5

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