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Article: Integrating computational thinking into K-12 education: Bridging the gap between theories and practices
| Title | Integrating computational thinking into K-12 education: Bridging the gap between theories and practices |
|---|---|
| Authors | |
| Issue Date | 29-Dec-2023 |
| Publisher | Scholar Media Publishing |
| Citation | STEM Education Review, 2023, v. 1 How to Cite? |
| Abstract | Computational thinking (CT) is now widely recognized as an important literacy skill for students in today’s digital world. However, many existing initiatives are framed to present a narrow focus on the knowledge and skills related to how to use computing tools. In this article, I describe the gap between theoretical discussions on CT as a literacy for learning and practical implementations of various CT or CT-related curricula. Then, I discuss possible challenges in addressing the gap. Finally, the article will explore a conceptual framework for integrating CT learning with Science, Technology, Engineering, and Mathematics (STEM) education in a way that is accessible to all students. By highlighting these challenges and proposing solutions, this article aims to contribute towards building a more comprehensive and effective approach to bringing CT into K-12 education. |
| Persistent Identifier | http://hdl.handle.net/10722/341963 |
| ISSN |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Liu, Zhichun Lukas | - |
| dc.date.accessioned | 2024-03-26T05:38:34Z | - |
| dc.date.available | 2024-03-26T05:38:34Z | - |
| dc.date.issued | 2023-12-29 | - |
| dc.identifier.citation | STEM Education Review, 2023, v. 1 | - |
| dc.identifier.issn | 2958-8073 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/341963 | - |
| dc.description.abstract | <p>Computational thinking (CT) is now widely recognized as an important literacy skill for students in today’s digital world. However, many existing initiatives are framed to present a narrow focus on the knowledge and skills related to how to use computing tools. In this article, I describe the gap between theoretical discussions on CT as a literacy for learning and practical implementations of various CT or CT-related curricula. Then, I discuss possible challenges in addressing the gap. Finally, the article will explore a conceptual framework for integrating CT learning with Science, Technology, Engineering, and Mathematics (STEM) education in a way that is accessible to all students. By highlighting these challenges and proposing solutions, this article aims to contribute towards building a more comprehensive and effective approach to bringing CT into K-12 education.<br></p> | - |
| dc.language | eng | - |
| dc.publisher | Scholar Media Publishing | - |
| dc.relation.ispartof | STEM Education Review | - |
| dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
| dc.title | Integrating computational thinking into K-12 education: Bridging the gap between theories and practices | - |
| dc.type | Article | - |
| dc.description.nature | published_or_final_version | - |
| dc.identifier.doi | 10.54844/stemer.2023.0467 | - |
| dc.identifier.volume | 1 | - |
| dc.identifier.eissn | 2958-8073 | - |