A Revaluation of Computational Thinking in K–12 Education
Moving Toward Computational Literacies
Bibliographic Data
| ID | 9733992 |
|---|---|
| Authors | Yasmin B Kafai (0000-0003-4018-0491, University of Pennsylvania, Philadelphia, PA, corresponding author), Chris Proctor (0000-0003-3492-9590, University at Buffalo, SUNY, Buffalo, NY) |
| Year | 2022 |
| Volume | 51 |
| Issue | 2 |
| Pages | 146-151 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x211057904 |
| OpenAlex | W3214398511 |
| Language | EN |
| Citations received | 41 |
| References cited | 36 |
Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues
Computational model · Computational Thinking · Identity (music · Implementation · Key (lock · Management science · Mathematics education · Pedagogy · Situated · Sociology · Artificial Intelligence · Computer Science · Educational Games and Gamification · Engineering · Innovative Teaching and Learning Methods · Psychology · Teaching and Learning Programming
Towards a conceptualization of Computational Thinking as situated
Imagining Programming and Mathematics Education Otherwise
Promoting undergraduates’ computational thinking in a knowledge building environment
A year of learning
Designing for Literacy in a Postdigital World
Computational thinking in primary mathematics classroom activities
Elementary computer science education legislation
Integrating problem-based learning and computational thinking
Correlation between High School Students’ Computational Thinking and Their Performance in STEM and Language Courses
Log-Based Analysis of Creativity in the Context of Computational Thinking
Developing Computational Thinking through Mathematics
Transformative Computing Education
The Influence of Absorption and Need for Cognition on Students’ Learning Outcomes in Educational Robot-Supported Projects
A Complementary View to Computational Thinking and Its Interplay with Systems Thinking
Promoting elementary students’ computer science conceptual knowledge and coding performance
“I just hope that I can change the world”
Questioning the why and the how
Modeling hidden states in learning
Embracing the Complexity of Integrating Computational Thinking in Education Using Rich Pictures
Cultivating creativity improves middle school students’ computational thinking skills
Connecting learning and playing
Elementary student coding attitudes survey for Chinese students
Computational thinking beyond coding
Do coding activities or logic-based intelligence games better foster computational thinking? An experimental comparison
Exploring the Effects of the CER Model‐Based GenAI Learning System to Cultivate Elementary School Students' Computational Thinking Core Skills in Science Courses
The transfer effects of computational thinking
Understanding individual differences in computational thinking development of primary school students
Effectiveness of collaboration in developing computational thinking skills
The Impact of Gender, Academic Performance, and Programming Ability on Computational Thinking
Exploring relationships among students' computational thinking skills, emotions, and cognitive load using simulation games in primary education
Practising and teaching computational thinking and debugging – a cross-disciplinary study on pre-service teachers’ reflections in Norway and Denmark
Computational musicking
Identifying Diverse Attitudes Towards Artificial Intelligence Among Middle School Students Through Latent Profile Analysis
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study
Integrating Computational Thinking into Technology Preparation Curriculum for Teacher Candidates
The situated nature of a computer science teacher's persistent engagement over a decade
Marina Bers, Beyond Coding
Being Human in the Age of Generative AI
STEM Education With a Focus on Equity and Justice
Assessing the Effects of Geocomputation Lessons on Secondary School Students’ Perceptions of Geography and Computer Science
Justice‐centered STEM education with multilingual learners to address societal challenges
Looking Closely
Ethics, Identity, and Political Vision
Defining Computational Thinking for Mathematics and Science Classrooms
Changing a Generation’s Way of Thinking
STEM-Focused Academies in Urban Schools
Bringing computational thinking to K-12
Title unavailable
The case for alternative endpoints in computing education
Political computational thinking
Computational Thinking Educational Policy Initiatives (CTEPI) Across the Globe
Literacy in Three Metaphors
Compugirls’ Standpoint
Computational Thinking in K–12
On Two Metaphors for Learning and the Dangers of Choosing Just One
Situated Learning
| Unique citing works | 41 |
|---|---|
| Citations per year | 10,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 41 |