Ana Melro, G. Tarling, T. Fujita, Judith Kleine Staarman
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引用次数: 4
Abstract
Underpinning the teaching of coding with Computational Thinking has proved relevant for diverse learners, particularly given the increasing demand in upskilling for today’s labour market. While literature on computing education is vast, it remains unexplored how existing CT conceptualisations relate to the learning opportunities needed for a meaningful application of coding in non-Computer Scientists’ lives and careers. In order to identify and organise the learning opportunities in the literature about CT, we conducted a configurative literature review of studies published on Web of Science, between 2006 and 2021. Our sample gathers 34 papers and was analysed on NVivo to find key themes. We were able to organise framings of CT and related learning opportunities into three dimensions: functional, collaborative, and critical and creative. These dimensions make visible learning opportunities that range from individual cognitive development to interdisciplinary working with others, and to active participation in a technologically evolving society. By comparing and contrasting frameworks, we identify and explain different perspectives on skills. Furthermore, the three-dimensional model can guide pedagogical design and practice in coding courses.
事实证明,以计算思维为基础的编码教学与不同的学习者息息相关,特别是考虑到当今劳动力市场对提高技能的需求不断增加。虽然有关计算机教育的文献大量,但仍未探索现有的CT概念如何与非计算机科学家的生活和职业中有意义的编码应用所需的学习机会联系起来。为了识别和组织有关CT的文献中的学习机会,我们对2006年至2021年间发表在Web of Science上的研究进行了配置性文献综述。我们的样本收集了34篇论文,并在NVivo上进行了分析,以找到关键主题。我们能够将CT的框架和相关的学习机会组织到三个维度:功能性、协作性、批判性和创造性。这些维度提供了可见的学习机会,从个人认知发展到与他人跨学科合作,以及积极参与技术不断发展的社会。通过比较和对比框架,我们确定并解释了关于技能的不同观点。此外,三维模型可以指导编程课程的教学设计和实践。
期刊介绍:
The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.