a K– 12 View of
computational thinking
We have struggled with how computational thinking might be different from
mathematical thinking, algorithmic
thinking, quantitative reasoning, design thinking, and several other models
of math, science, and even engineering
to critical thinking and problem solving. It was after struggling with the latest type of thinking that we realized that
perhaps even the term “computational
thinking” was misleading (from a K– 12
perspective), and we were approaching
the definition incorrectly. Rather than
considering computational thinking as
a part of the process for problem solving, we instead developed a model of
computational learning that emphasizes the central role that a computer
(and possibly its abstraction) can play in
enhancing the learning process and improving achievement of K– 12 students
in STEM and other courses. The figure
here depicts our current working model
of computational learning. It should be
noted that this model is explicit in its
use of a computer and specifically excludes non-cognitive uses of technology
(Powerpoint, wikis, blogs, clickers, and
so forth).
Similar to Wing’s original vision of
computational thinking, we see com-
putational learning as an iterative and
interactive process between the hu-
man (the K– 12 student in our case) and
the computer (or, in a more theoretical
construct, a model of computation).
We also make explicit the two conse-
quences of the human cognitive pro-
cess, namely, the capacity for abstrac-
tion and for problem formulation, and
two strengths of the computer, namely,
their ability to present complex data
sets, often visually, and their capacity
for storing factual and relational knowl-
edge. These four elements frame and
establish the boundaries of the iterative
interaction between the human being
and the computer. Note that the accom-
panying figure does not explicitly in-
clude a teacher, not because we believe
teachers are unnecessary, but rather
because the role of the teacher in this
model is complex and requires further
investigation.
a view of computational learning.
Capacity for Abstraction
computational science
memory
computer
visualization
Working memory
human
Computation
Problem
Formulation
Knowledge
external Knowledge
Digitizing Data
Cutler and Hutton3 modified a CS Unplugged activity on image representation (see http://csunplugged.org/
sites/default/files/activity_pdfs_full/
unplugged-02-image_representation.
pdf) to enable middle school students
to work interactively with a computer
program as they learn about how computers digitize images. The purpose of
these activities is to help students to understand what it means for a computer
to digitally represent an image. More
importantly, the students learn to move
from concrete representations of images to more abstract representations
of those images (as a digital representation), and from representation of images in 2D to representing objects in 3D.
And this ability to abstract is important
across all STEM disciplines.
Students work interactively with the
computer program, receiving feedback
to their attempts at digitizing their data.
Over the series of lessons, they develop
an initial ability to abstract away from
the physical representation of an image to its digital representation. They
are then further able to develop their
ability to abstract as they move from 2D
