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The Nature of Computational Thinking in Computing Education

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The Nature of Computational Thinking in Computing Education. / Spangsberg, Thomas Hvid; Brynskov, Martin.

In: International Journal of Information and Education Technology, Vol. 8, No. 10, 03.2018, p. 742-747.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

Harvard

Spangsberg, TH & Brynskov, M 2018, 'The Nature of Computational Thinking in Computing Education', International Journal of Information and Education Technology, vol. 8, no. 10, pp. 742-747. https://doi.org/10.18178/ijiet.2018.8.10.1132

Vancouver

Spangsberg TH, Brynskov M. The Nature of Computational Thinking in Computing Education. International Journal of Information and Education Technology. 2018 Mar;8(10):742-747. doi: 10.18178/ijiet.2018.8.10.1132

Author

Spangsberg, Thomas Hvid ; Brynskov, Martin. / The Nature of Computational Thinking in Computing Education. In: International Journal of Information and Education Technology. 2018 ; Vol. 8, No. 10. pp. 742-747.

Bibtex

@article{8fe174c12eb44b43b7825321fbb0a781,

title = "The Nature of Computational Thinking in Computing Education",

abstract = "Computational Thinking has gained popularity in recent years within educational and political discourses. It is more than ever crucial to discuss the term itself and what it means. In June 2017, Denning articulated that computational thinking can be viewed as either “traditional” or “new”. New computational thinking highlights certain skills as desired in solving problems, whereas traditional computational thinking isa skill set resulting from engaging in traditional computing activities. By looking at computational thinking through the perspective of semiotics, it is possible to dissolve the traditional vs new distinction and concentrate on computational thinkinghaving both an explicit and implicit nature. In this perspective, a computer program becomes an algorithmic sign which can both be interpreted by humans and machines. The double interpretation allows for a dialectic relationship between computing activities and Computational Thinking instead of the dualistic traditional vs new approach.",

author = "Spangsberg, {Thomas Hvid} and Martin Brynskov",

year = "2018",

month = mar,

doi = "10.18178/ijiet.2018.8.10.1132",

language = "English",

volume = "8",

pages = "742--747",

journal = "International Journal of Information and Education Technology",

issn = "2010-3689",

publisher = "International Journal of Information and Education Technology",

number = "10",

}

RIS

TY - JOUR

T1 - The Nature of Computational Thinking in Computing Education

AU - Spangsberg, Thomas Hvid

AU - Brynskov, Martin

PY - 2018/3

Y1 - 2018/3

N2 - Computational Thinking has gained popularity in recent years within educational and political discourses. It is more than ever crucial to discuss the term itself and what it means. In June 2017, Denning articulated that computational thinking can be viewed as either “traditional” or “new”. New computational thinking highlights certain skills as desired in solving problems, whereas traditional computational thinking isa skill set resulting from engaging in traditional computing activities. By looking at computational thinking through the perspective of semiotics, it is possible to dissolve the traditional vs new distinction and concentrate on computational thinkinghaving both an explicit and implicit nature. In this perspective, a computer program becomes an algorithmic sign which can both be interpreted by humans and machines. The double interpretation allows for a dialectic relationship between computing activities and Computational Thinking instead of the dualistic traditional vs new approach.

AB - Computational Thinking has gained popularity in recent years within educational and political discourses. It is more than ever crucial to discuss the term itself and what it means. In June 2017, Denning articulated that computational thinking can be viewed as either “traditional” or “new”. New computational thinking highlights certain skills as desired in solving problems, whereas traditional computational thinking isa skill set resulting from engaging in traditional computing activities. By looking at computational thinking through the perspective of semiotics, it is possible to dissolve the traditional vs new distinction and concentrate on computational thinkinghaving both an explicit and implicit nature. In this perspective, a computer program becomes an algorithmic sign which can both be interpreted by humans and machines. The double interpretation allows for a dialectic relationship between computing activities and Computational Thinking instead of the dualistic traditional vs new approach.

U2 - 10.18178/ijiet.2018.8.10.1132

DO - 10.18178/ijiet.2018.8.10.1132

M3 - Journal article

VL - 8

SP - 742

EP - 747

JO - International Journal of Information and Education Technology

JF - International Journal of Information and Education Technology

SN - 2010-3689

IS - 10

ER -