Computational thinking for youth in practice

TLDR

Computational thinking (CT) is defined as the use of abstraction, automation, and analysis in problem‑solving. The study examines how these cognitive strategies manifest among middle and high school students in NSF‑supported programs. It discusses opportunities and challenges in both in‑school and after‑school settings. The authors present a “use‑modify‑create” framework outlining three phases of students’ computational thinking and recommend continued investment in CT‑rich environments, supportive educators, and research on its broader value.

Abstract

Computational thinking (CT) has been described as the use of abstraction, automation, and analysis in problem-solving [3]. We examine how these ways of thinking take shape for middle and high school youth in a set of NSF-supported programs. We discuss opportunities and challenges in both in-school and after-school contexts. Based on these observations, we present a "use-modify-create" framework, representing three phases of students' cognitive and practical activity in computational thinking. We recommend continued investment in the development of CT-rich learning environments, in educators who can facilitate their use, and in research on the broader value of computational thinking.