From Programming to Prompting
Developing Computational Thinking through Large Language Model-Based Generative Artificial Intelligence
Bibliographic Data
| ID | 12815340 |
|---|---|
| Authors | Hsiao-Ping Hsu (0000-0002-3943-2690, corresponding author) |
| Year | 2025 |
| Volume | 69 |
| Issue | 3 |
| Pages | 485-506 |
| Publication date | 2025-02-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TechTrends (JOURNAL) |
| Journal identifiers | ISSN: 8756-3894 • E-ISSN: 1559-7075 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11528-025-01052-6 |
| OpenAlex | W4407661387 |
| Language | EN |
| Citations received | 5 |
| References cited | 131 |
The advancement of large language model-based generative artificial intelligence (LLM-based GenAI) has sparked significant interest in its potential to address challenges in computational thinking (CT) education. CT, a critical problem-solving approach in the digital age, encompasses elements such as abstraction, iteration, and generalisation. However, its abstract nature often poses barriers to meaningful teaching and learning. This paper proposes a constructionist prompting framework that leverages LLM-based GenAI to foster CT development through natural language programming and prompt engineering. By engaging learners in crafting and refining prompts, the framework aligns CT elements with five prompting principles, enabling learners to apply and develop CT in contextual and organic ways. A three-phase workshop is proposed to integrate the framework into teacher education, equipping future teachers to support learners in developing CT through interactions with LLM-based GenAI. The paper concludes by exploring the framework’s theoretical, practical, and social implications, advocating for its implementation and validation
Cognitive science · Computational Thinking · Educational technology · Generative grammar · Generative model · Mathematics education · Multimedia · Computer Science · Genetics, Bioinformatics, and Biomedical Research · Psychology · Robotics and Automated Systems · Teaching and Learning Programming · Artificial Intelligence
Investigating Indonesian graduate business students’ generative artificial intelligence readiness and usage in the classroom
Promoting undergraduates’ computational thinking in a knowledge building environment
From ‘Here I Am!’ to ‘Here I Am.’
Co-constructing adaptive lesson plans with GenAI
Students’ Perceptions of Generative AI Image Tools in Design Education
The origins of intelligence in children.
Mind in Society
The construction of reality in the child.
Rethinking the entwinement between artificial intelligence and human learning
Scratch
Embracing the future of Artificial Intelligence in the classroom
Integrating computational thinking with K-12 science education using agent-based computation
Demystifying computational thinking
The effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation
Artificial intelligence in education
Education in the Era of Generative Artificial Intelligence (AI)
Changing a Generation’s Way of Thinking
Leveraging ChatGPT for Enhancing Critical Thinking Skills
Pre-train, Prompt, and Predict
A validity and reliability study of the computational thinking scales (CTS)
Conceptualizing AI literacy
Computational thinking in compulsory education
ChatGPT
The Role of Tutoring in Problem Solving
Do we still need teachers? Navigating the paradigm shift of the teacher's role in the AI era
Finnish teachers’ and students’ programming motivation and their role in teaching and learning computational thinking
Prompt engineering as a new 21st century skill
What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature
Artificial Intelligence Supporting Independent Student Learning
ChatGPT and Generative AI
Ihde meets Papert
Scaffolding vocational high school students’ computational thinking with cognitive and metacognitive prompts in learning about programmable logic controllers
Effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude
Enhancing Computational Thinking Skills Through Artificial Intelligence Education at a STEAM High School
Effects of voice assistant creation using different learning approaches on performance of computational thinking
Mapping computational thinking through programming in K-12 education
Assessing computational thinking
Constructionism and AI
Developing preservice teachers' understanding of computational thinking
Practical and ethical challenges of large language models in education
Holistic competencies and AI in education
Computational Thinking and Metacognition
Generative AI, Teacher Knowledge and Educational Research
Developing a Robotics Program to Support Students’ Computational Thinking
Computational Thinking for All
Prompting Change
Computational Thinking in K–12
The Art of Creative Inquiry—From Question Asking to Prompt Engineering
Playing and Making Games for Learning
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |