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Guide for Computational Thinking
Guide for Computational Thinking Erasmus CT Guide_vF.01
Scenarios in English Erasmus-CT-Guide_vF.01 PART B
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Computational Thinking at school / CompuT
Erasmus plus KA201, Exchange of best practices
Title: CompuT «Computational Thinking at school»
Project code: 2019-1-EL01-KA201-062883
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Email erasmus@dide.dod.sch.gr
Summary
The project “Computational Thinking at School” aims to introduce computational thinking and its implications in pedagogies in the educational field. The high impact of Computer Science in science, economy and society has increased the dialogue about the role of Computational Thinking in education. Computer Science is currently considered the fourth great scientific domain along with the traditional Physical, Life and Social Sciences (Rosenbloom, 2004). Wing in 2006 recognized Computational Thinking as a fundamental competency that all literate citizens should develop through compulsory education, to complement the three other core skills, that is, reading, writing and mathematics. (περισσότερα…)
Computational Thinking Skills
Computational Thinking Skills
Full article here DigitalCareers_CTIAWorksheets_CTdefinitions
Source https://digitalcareers.csiro.au
BBC What is computational thinking?
Computers can be used to help us solve problems. However, before a problem can be tackled, the problem itself and the ways in which it could be solved need to be understood.
Computational thinking allows us to do this.
Computational thinking allows us to take a complex problem, understand what the problem is and develop possible solutions. We can then present these solutions in a way that a computer, a human, or both, can understand.
The four cornerstones of computational thinking
There are four key techniques (cornerstones) to computational thinking:
- decomposition – breaking down a complex problem or system into smaller, more manageable parts
- pattern recognition – looking for similarities among and within problems
- abstraction – focusing on the important information only, ignoring irrelevant detail
- algorithms – developing a step-by-step solution to the problem, or the rules to follow to solve the problem
Each cornerstone is as important as the others. They are like legs on a table – if one leg is missing, the table will probably collapse. Correctly applying all four techniques will help when programming a computer.
Source BBC
10 Reasons to Teach Coding – Sylvia Duckworth
- Coding allows students to create content, not just consume it.
- Coding empowers students and give them tools to express themselves in really cool ways.
- Coding teaches storytelling with games and animations.
- Coding is a place for students to take risks and fail safely.
- Coding is inclusive and builds self-confidence
- Coding supports many principles of mathematics
- Coding teaches problem solving and critical/analytical thinking skills
- Coding is a new type of literacy and will be a large part of future jobs.
- Coding develops teamwork and collaborative skills
- Coding can help humanity
Bonus: Coding gives you superpowers!
BBC Computational thinking in practice
A complex problem is one that, at first glance, we don’t know how to solve easily.
Computational thinking involves taking that complex problem and breaking it down into a series of small, more manageable problems (decomposition). Each of these smaller problems can then be looked at individually, considering how similar problems have been solved previously (pattern recognition) and focusing only on the important details, while ignoring irrelevant information (abstraction). Next, simple steps or rules to solve each of the smaller problems can be designed (algorithms).
Finally, these simple steps or rules are used to program a computer to help solve the complex problem in the best way.
Source BBC
Barefoot Concepts and approaches of Computational thinking
Concepts and Approaches
Concepts
Logic
Algorithms
Decomposition
Patterns
Abstraction
Evaluation
Approaches
Tinkering
Creating
Debugging
Persevering
Collaborating
Source https://www.barefootcomputing.org/
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