Computational Thinking - 197323

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A mind map about computational thinking.

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Outline

COMPUTATIONAL THINKING(CT)

What is CT?

Conceptualising, not only about programming

Not just technical details using software

Fundamental Skill

A way humans think

Combines problem solving and critical thinking

Ideas, not artifacts

Summary

Unplugged Activities

CT Facets

Definition

Emphasis the importance of approaching problems in systematic way

Solving problems using algorithms decompose into smaller parts

Generalisation

Transfer CT skills to wide range situations

Abstraction

Extract essence of complex system

a) Data collection and analysis

Collect most relevant information and understanding relationships among multilayered datasets

b)Pattern recognition

Identify rules underlying the data structure

c) Modeling

Build models to represent system operates

Problem Decomposition

Dissect a complex system into manageable parts

Algorithmic

a) Algorithmic Design

b) Parallellism

c) Efficiency

d) Automation

Iteration

Repeat design process to refine solution

Debugging

Detect, identify, fix the errors

CT Competencies

Algorithmic Thinking

the ability to think in a detailed way by placing theproceedings in sequence to produce a solution

Critical Thinking

the ability to analyse and make assessment-orientedjudgments that lead to decision making

Problem solving

the ability to sustain in investigative processes bygenerating solutions

Cooperativity

the ability to help each other in learning with differentmethods in accordance with a common purpose

Creativity

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

Elementary Education

Breaking down a simple daily task to build foundations for understanding computer performance.

Music/dance

Apply the concept of ‘Loops’ in the teaching and learning of rhythm.

Mathematics

Establishing relationships and identifying patterns

Science

Building descriptive and representative models (changes of DNA)

Author

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"

Plugged-in Activities

CT Concepts

Scratch

Sequences

a series of individual steps that can be executed by thecomputer

Loops

a mechanism for running the same sequence multiple times.

Parallelism

the sequences of instructions happening at the same time

Events

one thing causing another thing to happen

Conditionals

the ability to make decisions based on certain conditions, which supports the expression of multiple outcomes.

Operators

-provide support for mathematical, logical,and string expressions to performnumeric and string manipulations.

Data

data involves storing, retrieving, and updating values, eg. variables

Ct Practices

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

CT Perspectives

Expressing

Sub sees computation as a medium and thinks,“I can create.”

Connecting

Creativity and learning are deeply socialpractices

Questioning

can (use computation to) ask questions tomake sense of (computational things in) the world.