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
收藏
页码：32 / 37
页数：5
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