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Conference Paper: Understanding the Source of Confusion with Computational Thinking: A Systematic Review of Definitions
Title | Understanding the Source of Confusion with Computational Thinking: A Systematic Review of Definitions |
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Other Titles | Which Definition Shall I Use? A Systematic Review of Computational Thinking Definitions |
Authors | |
Issue Date | 2021 |
Publisher | IEEE. |
Citation | The 11th IEEE Integrated STEM Education Conference (ISEC), Virtual Conference, Princeton University, NJ, USA,13 March 2021, p. 4pp How to Cite? |
Abstract | Computational Thinking (CT) is considered a necessary 21st-century competence that should be introduced to school education as a vital ingredient. However, the lack of a consensus on the definition of this concept is still a big challenge for researchers and practitioners. In this study, we conducted a systematic review on the definitions of CT from the source of academic articles and classified the definitions based on 1) the approach for contextualizing the concept, 2) the purpose for defining the concept, and 3) the educational context where the concept was developed. Forty-five unique and original definitions were extracted from the search. Results indicate that 1) the existing definitions of CT were mostly formulated with a prototype approach, focusing on the essence of the notion; 2) The purpose for defining the term mostly stands on developing CT in the classroom and other educational settings; 3) K-12 education is the most common context for defining the term and computer science is the main background to enrich the CT concept. These results imply that there is a low necessity of putting forward new definitions, yet there is a need to build connections among current definitions and illustrate how to use them in appropriate situations. Also, the emergence of the definitions 'Political Computational Thinking' indicates a broader application of CT, which implies a trend in future research of the use of CT in public, social and political fields. |
Description | WIP: Works In Progress Paper |
Persistent Identifier | http://hdl.handle.net/10722/305113 |
DC Field | Value | Language |
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dc.contributor.author | Xu, F | - |
dc.contributor.author | ZHANG, S | - |
dc.date.accessioned | 2021-10-05T02:39:54Z | - |
dc.date.available | 2021-10-05T02:39:54Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | The 11th IEEE Integrated STEM Education Conference (ISEC), Virtual Conference, Princeton University, NJ, USA,13 March 2021, p. 4pp | - |
dc.identifier.uri | http://hdl.handle.net/10722/305113 | - |
dc.description | WIP: Works In Progress Paper | - |
dc.description.abstract | Computational Thinking (CT) is considered a necessary 21st-century competence that should be introduced to school education as a vital ingredient. However, the lack of a consensus on the definition of this concept is still a big challenge for researchers and practitioners. In this study, we conducted a systematic review on the definitions of CT from the source of academic articles and classified the definitions based on 1) the approach for contextualizing the concept, 2) the purpose for defining the concept, and 3) the educational context where the concept was developed. Forty-five unique and original definitions were extracted from the search. Results indicate that 1) the existing definitions of CT were mostly formulated with a prototype approach, focusing on the essence of the notion; 2) The purpose for defining the term mostly stands on developing CT in the classroom and other educational settings; 3) K-12 education is the most common context for defining the term and computer science is the main background to enrich the CT concept. These results imply that there is a low necessity of putting forward new definitions, yet there is a need to build connections among current definitions and illustrate how to use them in appropriate situations. Also, the emergence of the definitions 'Political Computational Thinking' indicates a broader application of CT, which implies a trend in future research of the use of CT in public, social and political fields. | - |
dc.language | eng | - |
dc.publisher | IEEE. | - |
dc.relation.ispartof | 2021 IEEE Integrated STEM Education Conference (ISEC) | - |
dc.rights | 2021 IEEE Integrated STEM Education Conference (ISEC). Copyright © IEEE. | - |
dc.rights | ©2021 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. | - |
dc.title | Understanding the Source of Confusion with Computational Thinking: A Systematic Review of Definitions | - |
dc.title.alternative | Which Definition Shall I Use? A Systematic Review of Computational Thinking Definitions | - |
dc.type | Conference_Paper | - |
dc.identifier.hkuros | 326044 | - |
dc.identifier.spage | 4pp | - |
dc.identifier.epage | 4pp | - |
dc.publisher.place | United States | - |