[论文解读] Computational Thinking in Education: Where does it Fit? A systematic literary review

James Lockwood, Aidan Mooney|MURAL - Maynooth University Research Archive Library (National University of Ireland, Maynooth)|Mar 22, 2017

Teaching and Learning Programming参考文献 120被引用 63

一句话总结

对教育中计算思维（CT）的现状、差距和机遇进行的系统文献综述，强调CT整合的起步阶段、定义争议以及教学资源与课程开发的激增。

ABSTRACT

Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert is credited as concretising Computational Thinking in 1980 but since Wing popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist. Overall it was found in this review that, although there is a lot of work currently being done around the world in many different educational contexts, the work relating to CT is still in its infancy. Along with the need to create an agreed-upon definition of CT lots of countries are still in the process of, or have not yet started, introducing CT into curriculums in all levels of education. It was also found that Computer Science/Computing, which could be the most obvious place to teach CT, has yet to become a mainstream subject in some countries, although this is improving. Of encouragement to educators is the wealth of tools and resources being developed to help teach CT as well as more and more work relating to curriculum development. For those teachers looking to incorporate CT into their schools or classes then there are bountiful options which include programming, hands-on exercises and more. The need for more detailed lesson plans and curriculum structure however, is something that could be of benefit to teachers.

研究动机与目标

• 调查教育领域中计算思维的现有研究。
• 识别在何处教授CT以及在哪些教育情境中进行。
• 强调定义模糊性和课程相关的差距。
• 讨论可用的工具、资源，以及对详细的课程设计与结构的需求。
• 确定未来研究的机会以及面向教育工作者的实际指导。

提出的方法

• 审查关于教育中CT的大量文献。
• 综合研究结果，以绘制当前状态与趋势。
• 评估各国和各课程中的成熟度水平及情境差异。
• 识别定义、课程整合与教学指导方面的差距。
• 讨论对教育者与决策者的影响。

实验结果

研究问题

• RQ1 教育领域中计算思维研究的当前状态是什么？
• RQ2 CT正在哪些教育情境和学科中被教授或探讨？
• RQ3 教育中CT在定义与课程方面存在哪些差距？
• RQ4 哪些工具、资源与课程发展支持CT教育，尚存哪些不足？

主要发现

• 尽管全球活动日益活跃，教育中的CT仍处于起步阶段。
• 各国在不同教育层次与课程中引入CT的情况各异。
• 需要就CT的统一定义。
• 计算机科学/计算在CT中是一个自然的场域，但尚未普及成为主流学科。
• 有大量工具和资源支持CT教学与课程发展。
• 更详细的课程计划和明确的课程结构将有利于教师。