Chapter 7
The Case of Computational Thinking
In: Long-term Research and Development in Science EducationSearch for other papers by Michal Armoni in
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Abstract
Computer science (CS) is a young discipline. Its theoretical facet can be traced back to the 1930s, to recursion theory and proof theory, and the work of mathematicians such as Gödel and Turing. Its physical facet, related to digital computers and programming, is a little younger. In fact, the identity of CS is still debated, within and outside the discipline. Naturally, the field of computer science education (CSE) is even younger and has yet to grow and mature, in practice and in research.
Despite its short history, the merit of exporting from CSE to other educational fields is now almost a consensus. Many, including educational stakeholders at the highest global and national levels, strongly believe that computational thinking is a set of skills that should be acquired by all students. However, this position should be taken with a grain of salt. In particular, a deep understanding of the term ‘computational thinking’ and its relation to CS is necessary before embarking on such curricular initiatives. This chapter discusses the current trend that calls for teaching computational thinking to all students. Building on my research, I argue that current approaches for integrating the teaching of computational thinking into K–12 curricula may not be effective, and suggest another perspective on computational thinking and on teaching it.