Computational Thinking - 197323
A mind map about computational thinking.
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What is CT?
Conceptualising, not only about programming
Not just technical details using software
A way humans think
Combines problem solving and critical thinking
Ideas, not artifacts
Emphasis the importance of approaching problems in systematic way
Solving problems using algorithms decompose into smaller parts
Transfer CT skills to wide range situations
Extract essence of complex system
a) Data collection and analysis
Collect most relevant information and understanding relationships among multilayered datasets
Identify rules underlying the data structure
Build models to represent system operates
Dissect a complex system into manageable parts
a) Algorithmic Design
Repeat design process to refine solution
Detect, identify, fix the errors
the ability to think in a detailed way by placing theproceedings in sequence to produce a solution
the ability to analyse and make assessment-orientedjudgments that lead to decision making
the ability to sustain in investigative processes bygenerating solutions
the ability to help each other in learning with differentmethods in accordance with a common purpose
the ability to develop genuine ideas with the combination ofexisting ideas and new ideas through critical thinking andproblem-solving
Benefits of CT
Moves students beyond technology literacy
Creates problem solvers instead of software users
Emphasizes creating knowledge and designing processesthat can be automated
Encourages creativity and problem solving
Enhances many of the problem-solving techniques youalready know and teach
Applications of CT in teaching & learning
How to abstract general principles and apply to other situations
CT as the automation of abstractions
Expose students to modeling and simulation,
Encourage students to build their own models and simulations
Problem-solving is abstracting existing knowledge and skills tosolve an unanswered question
Application of CT in K-12 education
Breaking down a simple daily task to build foundations for understanding computer performance.
Apply the concept of ‘Loops’ in the teaching and learning of rhythm.
Establishing relationships and identifying patterns
Building descriptive and representative models (changes of DNA)
Seymour Papert (1980)
"Children should program the computer rather than being programmed or controlled by it" "Object to think with"
Jeannette M.Wing (2006)
CT is about "solving problem, designing systems, and understanding human behaviour by drawing on the concepts fundamental to computer science" and "is using abstraction and decomposition when attacking a large complex task or designing a large complex system"
a series of individual steps that can be executed by thecomputer
a mechanism for running the same sequence multiple times.
the sequences of instructions happening at the same time
one thing causing another thing to happen
the ability to make decisions based on certain conditions, which supports the expression of multiple outcomes.
-provide support for mathematical, logical,and string expressions to performnumeric and string manipulations.
data involves storing, retrieving, and updating values, eg. variables
Incremental and iterative
Designing a project is a sequentialprocess of first identifying a concept for a project, then developinga plan for the design, and then implementing the design in code.
Testing and debugging
trial and error, transfer from otheractivities, or support from knowledgeable others.
Reusing and remixing
access to a wide range of other people’swork, allows designers to build on other people’s work
Abstracting and modularizing
putting together collections ofsmaller parts / separating out the different behaviors or actions
Sub sees computation as a medium and thinks,“I can create.”
Creativity and learning are deeply socialpractices
can (use computation to) ask questions tomake sense of (computational things in) the world.