COMPUTATIONAL THINKING LEARNING 1974181
NUR SYAMIRA BINTI AZMI
COMPUTATIONAL THINKING LEARNING
COMPUTATIONAL THINKING LEARNING
Similar Mind Maps
My Learning of Computational Thinking (CT)
CT and 21st Century Problem Solving
“CT involves solving problems , designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science.” (Wing, 2006).
A fundamental skill used by everyone by the middle of the 21st century (Wing,2006).
Breakdown problems into smaller and more manageable parts, then focusing on solving each part of problem.
Pulling out the important details and identifying principles that apply to other problems/situations
A sequence of steps for solving a problem
Use to describe solutions to problems.
Computer programs execute algorithms to perform specific tasks.
Identify and fix the error.
The ability to move from specific to broader applicability
Repeat design processes to refine solutions, until the ideal result is achieved.
Product of CT
The ability to think in a detailed way by placing the proceedings in sequence to produce a solution
The ability to analyse and make assessment oriented judgments that lead to decision making
The ability to sustain in investigative processes by generating solutions
The ability to help each other in learning with different methods in accordance with a common purpose
The ability to develop genuine ideas with the combination of existing ideas and new ideas through critical thinking and problem solving
CT Plugged vs Unplugged
Unplugged - foundational in learning CT
The purpose of unplugged experiences are to introduce preliminary and overlapping concepts related to CT (either conceptually or technologically), during the experience.
Unplugged experiences should be designed to be student-directed, kinesthetic, easily implemented, game-based, and with embedded challenges.
With unplugged experiences, students are able to witness and experience the process required to complete a task, allowing them to put CT into a relatable context
CT involves concepts and practices primarily from computer science which are shared across other disciplines such as science, mathematics, social science, biology, language arts and engineering
CT Practices and Perspectives
Focus on the process of thinking and learning, moving beyond what you are learning to how you are learning.
Incremental and Iterative
Designing a project is a sequential process of first identifying a concept for a project, then developing a plan for the design, and then implementing the design in code
Testing and Debugging
‘Scratchers’ use various testing and debugging practices, which were developed through trial and error, transfer from other activities, or support from knowledgeable others.
Reusing and Remixing
Helping young designers to find ideas and code to build upon, enabling them to potentially create things much more complex than they could have created on their own.
Abstracting and Modularizing
Building something large by putting together collections of smaller parts
Employ modularization and abstraction by separating out the different behaviors or actions
Use for design and self-expression.
Computation as a medium and thinks
Creativity and learning are deeply social practices
The value of creating with others, and the value of creating for others
Appreciated that others were engaging with and appreciating their creations
Do not feel this disconnect between the technologies
Can (use computation to) ask questions to make sense of (computational things in) the world.
CT in K-12 Education
Definition of CT for K-12 Education CT is a problem-solving process that includes (but is not limited to) the following characteristics:
Formulating problems in a way that enables us to use a computer and other tools to help solve them
Logically organizing and analyzing data
Representing data through abstractions, such as models and simulations
Automating solutions through algorithmic thinking (a series of ordered steps)
Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources
Generalizing and transferring this problem-solving process to a wide variety of problems.
Benefits of CT
Moves students beyond technology literacy
Creates problem solvers instead of software users
Emphasizes creating knowledge and designing processes that can be automated
Encourages creativity and problem solving
Enhances many of the problem-solving techniques you already know and teach
Heuristics guide problem solvers by helping them simplify choices regarding the numerous immensely complex and imperfectly understood factors that act simultaneously to shape problems.
Benefits of Heuristics
Heuristics can help produce results that are comparable to problem-solving strategies
Heuristics enhance efficiency regardless of whether the problem is well structured or ill structured
Limitations of Heuristics
Heuristics do not guarantee correct solutions to problems
One type of misapplication commonly occurs when problem solvers use heuristics in situations where logic and probability theory would have been more effective
Ideas for teaching CT
Use computational thinking terms for everyday tasks
Encourage students to critically examine and use information
Allow students to abstract and provide opportunities for students to transfer their learning to other situations
Do CT-building activities in class
NUR SYAMIRA BINTI AZMI 197418