A4 Refereed article in a conference publication

Categorization of Computational Thinking




AuthorsBilbao, J.; Bravo, E.; García, O.; Rebollar, C.; Dagienė, V.; Masiulionytė-Dagienė, V.; Jankauskienė, A.; Laakso, M. J.; Kaarto, H.; Lehtonen, D.; Parviainen, M.; Güven, I.; Gulbahar, Y.; Öztürk, T.; Özdemir Öncül, F.; Tan Yenigün, N.; Pluhár, Z.; Sarmasági, P.; Pears, A.

EditorsGómez Chova, Luis; González Martínez, Chelo; Lees, Joanna

Conference nameInternational Technology, Education and Development Conference

Publication year2024

JournalINTED proceedings

Book title INTED2024 Proceedings: 18th International Technology, Education and Development Conference

Volume18

First page 7466

Last page7473

ISBN978-84-09-63010-3

ISSN2340-1087

eISSN2340-1079

DOIhttps://doi.org/10.21125/iceri.2024.1802(external)

Web address https://doi.org/10.21125/iceri.2024.1802(external)


Abstract

Classical subjects and competencies, such as algebraic thinking, have a recognizable categorization. Although these categorizations may have small variations between educational systems, levels of education or fields of application, in the curricula of any country or university there are great similarities between them. This is not the case with computational thinking. Since Wing gave it a boost in 2006, this new competence has been gaining ground in the teaching practice of different subjects and it is currently being incorporated into the curricula of a multitude of educational systems. Learning computational thinking involves working on concepts such as logical reasoning, algorithmic thinking and problem-solving techniques. However, its definition is not yet unique, although affinities are being achieved in this sense. But its categorization is a point on which positions have not been brought closer. Since this competency is not usually an independent subject, but is linked to one or more subjects, its categorization usually depends on this or these subjects. In this paper, we study different categorizations of computational thinking and make a proposal agreed upon by several entities from different countries. Categorization of computational thinking refers to the identification and classification of its key components and skills. This categorization helps to better understand how computational thinking can be taught, learned and applied in different contexts. The categorization of computational thinking is crucial to its teaching and learning. By identifying and categorizing these skills, educators can develop more effective curricula and students can better understand how to apply these skills in different contexts. In this paper, by qualitatively analyzing the different categorizations, and studying their implementations in different types of subjects through a content analysis, we obtain as a result a global categorization.


Funding information in the publication
This work has been co-funded through the European Union. Information about the project is on the CT&MathABLE website https://www.fsf.vu.lt/en/ct-math-able. Views and opinions expressed are however those of the authors only and do not necessarily reflect those of the European Union or the National Agency. Neither the European Union nor National Agency can be held responsible for them.


Last updated on 2025-27-01 at 19:27