Pedagogical Aspects of Computational Thinking

This issue focuses on pedagogical considerations for computational thinking. This book is structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices.

In 2008, the Computer and Information Science and Engineering Directorate of the National Science Foundation asked the National Research Council (NRC) to conduct two workshops to explore the nature of computational thinking and its cognitive and educational implications. The book focused on the scope and nature of computational thinking and on articulating what "computational thinking for everyone" might mean.

Contents
1 Introduction
2 Key Points Expressed by Presenters and Discussants
3 Committee Member Perspectives
4 Summaries of Individual Presentations
5 Conclusion
Appendixes
Appendix A: Workshop Agenda
Appendix B: Short Biographies of Committee Members, Workshop Participants, and Staff

Contents
1 INTRODUCTION
1.1 Scope and Approach of This Report
1.2 Motivating an Examination of Pedagog
1.3 Organization of This Report
2 KEY POINTS EXPRESSED BY PRESENTERS AND DISCUSSANTS
2.1 Perspectives on Computational Thinking and Computational Thinkers
2.2 Activities of Computational Thinking
2.3 Contexts for Computational Thinking
2.3.1 Everyday Life
2.3.2 Games and Gaming
2.3.3 Science
2.3.4 Engineering
2.3.5 Journalism
2.3.6 Abstracting Problem Solving from Specific Contexts
2.4 Pedagogical Environments for Computational Thinking
2.4.1 Foci for Pedagogical Environments
2.4.2 Illustrative Pedagogical Environments
2.5 Developmental Considerations and Computational Thinking
2.5.1 Development of Scientific Thinking in Children
2.5.2 Possible Progressions
2.6 Assessments for Computational Thinking
2.7 Teachers and Computational Thinking
2.7.1 Professional Development and Other Needs for Teacher Support
2.7.2 Teachers and Career Awareness
2.8 Learning Contexts and Computational Thinking
2.8.1 Aligning with Standards
2.8.2 Out-of-School Computational Thinking
2.9 Research and Unanswered Questions Regarding Computational Thinking
2.9.1 The Importance of a Process for Defining Computational Thinking
2.9.2 The Role of Technology
2.9.3 The Need for Interoperability
2.9.4 The Need for a Career Framework
3 COMMITTEE MEMBER PERSPECTIVES
3.1 Alfred Aho
3.2 Uri Wilensky
3.3 Yasmin Kafai
3.4 Marcia Linn
3.5 Larry Snyder
3.6 Janet Kolodner
3.7 Brian Blake
4 SUMMARIES OF INDIVIDUAL PRESENTATIONS
4.1 Computational Thinking and Scientific Visualization
4.1.1 Questions Addressed
4.1.2 Robert Tinker, Concord Consortium
4.1.3 Mitch Resnick, Massachusetts Institute of Technology
4.1.4 John Jungck, Beloit College, BioQUEST
4.1.5 Idit Caperton, World Wide Workshop, Globaloria
4.2 Computational Thinking and Technology
4.2.1 Questions Addressed
4.2.2 Robert Panoff, Shodor Education Foundation
4.2.3 Stephen Uzzo, New York Hall of Science, Museum Studies
4.2.4 Jill Denner, Education, Training, Research Associates
4.2.5 Lou Gross, National Institute for Mathematical and Biological Synthesis
4.3 Computational Thinking in Engineering and Computer Science
4.3.1 Questions Addressed
4.3.2 Christine Cunningham, Museum of Science, Engineering is Elementary Project
4.3.3 Taylor Martin, University of Texas at Austin
4.3.4 Ursula Wolz, College of New Jersey
4.3.5 Peter Henderson, Butler University
4.4 Teaching and Learning Computational Thinking
4.4.1 Questions Addressed
4.4.2 Deanna Kuhn, Columbia University
4.4.3 Matthew Stone, Rutgers University
4.4.4 Jim Slotta, University of Toronto, Ontario Institute for Studies in Education
4.4.5 J oyce Malyn-Smith, Education Development Center, Inc., ITEST Learning Resource Center
4.4.6 Jan Cuny, National Science Foundation, CS 10K Project
4.5 Educating the Educators
4.5.1 Questions Addressed
4.5.2 Michelle Williams, Michigan State University
4.5.3 Walter Allan and Jeri Erickson, Foundation for Blood Research, EcoScienceWorks Project
4.5.4 Danny Edelson, National Geographic Society
4.6 Measuring Outcomes (for Evaluation) and Collecting Feedback (for Assessment)
4.6.1 Questions Addressed
4.6.2 Paulo Blikstein, Stanford University
4.6.3 Christina Schwarz, Michigan State University
4.6.4 Mike Clancy, University of California, Berkele
4.6.5 Derek Briggs, University of Colorado, Boulder
4.6.6 Cathy Lachapelle, Museum of Science, Engineering is Elementary Project
5 CONCLUSION
APPENDIXES
A Workshop Agenda
B Short Biographies of Committee Members, Workshop Participants, and Staff