Computational thinking in compulsory education: Towards an agenda for research and practice

TLDR

Computational Thinking is regarded as a universal competence that should be integrated into every child’s analytical skill set as a vital component of school learning. The article seeks to clarify what Computational Thinking entails and to outline what should be taught and how. The authors situate Computational Thinking within Papert’s LOGO framework, explore definitional challenges and core versus peripheral elements, and demonstrate how it can be taught in both formal and informal educational contexts. The conclusion proposes an agenda for future research and practice in Computational Thinking education.

Abstract

Computational Thinking is considered a universal competence, which should be added to every child’s analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert’s work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.