Computational thinking beyond computer science

Stig Børsen Hansen, Roland Hachmann, Nina Bonderup Dohn

Research output: Chapter in Book/Report/Conference proceedingContribution to book/anthologyResearchpeer-review

Abstract

This chapter outlines computational thinking (CT) as a thinking framework that both crosses and goes beyond existing subjects. The chapter sets by introducing the concept of CT and linking it to the German concept of Didaktik, here highlighting both its general and subject-related aspects. Then, a brief historical view of computational thinking up to the present time is offered. A transcurricular approach is identified and associated with Papert, while a crosscurricular approach is associated with more recent, computer science–based conceptions of CT. Both approaches are exemplified by designs for learning, based on Twine (a digital tool for storytelling) and Escape puzzles, respectively. Based on ideas from hermeneutics, we point to the limits of CT as an analytic approach, understood as breaking into parts in order to understand and solve problems.
Original languageEnglish
Title of host publicationDeveloping a Didactic Framework Across and Beyond School Subjects : Cross- and Transcurricular Teaching
EditorsSøren Harnow Klausen, Nina Mård
Number of pages11
Place of PublicationLondon
PublisherRoutledge
Publication dateJan 2024
Pages232-242
Chapter18
ISBN (Print)9781032433202
ISBN (Electronic)9781003367260
DOIs
Publication statusPublished - Jan 2024

Keywords

  • schools, courses and institutions

Fingerprint

Dive into the research topics of 'Computational thinking beyond computer science'. Together they form a unique fingerprint.

Cite this