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Cultivating Computational Thinking Through Data Practice

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2019
Authors
Kadijević, Đorđe
Conference object (Published version)
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Abstract
After summarising the research context regarding defining, cultivating, and assessing computational thinking (CT), this theoretical paper examines data modelling using interactive displays, a CT practice that may be cultivated across several school subjects. Although working with data is not explicitly mentioned in some CT definitions, this work may activate different CT components, such as abstraction, decomposition, and pattern recognition. Furthermore, interactive displays, which are primarily a means for visualising data, can also be tools for modelling purposes if used within a modelling cycle. Focusing on this modelling in secondary education, we first consider main activities and their underlying skills, and outline what kind of support should be given to modellers, especially novices, in assisting them to complete this as easily as possible. We then consider what computational environment to use, which learning path to follow, and what assessment of learning to apply. Implicati...ons for teacher professional development are included.

Keywords:
Computational thinking / Data modelling / Interactive charts / K-12 education / Teacher education
Source:
IFIP Advances in Information and Communication Technology, 2019, 524, 24-33
Publisher:
  • Springer New York LLC
Funding / projects:
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)

DOI: 10.1007/978-3-030-23513-0_3

ISBN: 978-3-030-23512-3

Scopus: 2-s2.0-85069501828
[ Google Scholar ]
1
URI
http://ipir.ipisr.org.rs/handle/123456789/311
Collections
  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - CONF
AU  - Kadijević, Đorđe
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/311
AB  - After summarising the research context regarding defining, cultivating, and assessing computational thinking (CT), this theoretical paper examines data modelling using interactive displays, a CT practice that may be cultivated across several school subjects. Although working with data is not explicitly mentioned in some CT definitions, this work may activate different CT components, such as abstraction, decomposition, and pattern recognition. Furthermore, interactive displays, which are primarily a means for visualising data, can also be tools for modelling purposes if used within a modelling cycle. Focusing on this modelling in secondary education, we first consider main activities and their underlying skills, and outline what kind of support should be given to modellers, especially novices, in assisting them to complete this as easily as possible. We then consider what computational environment to use, which learning path to follow, and what assessment of learning to apply. Implications for teacher professional development are included.
PB  - Springer New York LLC
C3  - IFIP Advances in Information and Communication Technology
T1  - Cultivating Computational Thinking Through Data Practice
EP  - 33
SP  - 24
VL  - 524
DO  - 10.1007/978-3-030-23513-0_3
UR  - conv_714
ER  - 
@conference{
author = "Kadijević, Đorđe",
year = "2019",
abstract = "After summarising the research context regarding defining, cultivating, and assessing computational thinking (CT), this theoretical paper examines data modelling using interactive displays, a CT practice that may be cultivated across several school subjects. Although working with data is not explicitly mentioned in some CT definitions, this work may activate different CT components, such as abstraction, decomposition, and pattern recognition. Furthermore, interactive displays, which are primarily a means for visualising data, can also be tools for modelling purposes if used within a modelling cycle. Focusing on this modelling in secondary education, we first consider main activities and their underlying skills, and outline what kind of support should be given to modellers, especially novices, in assisting them to complete this as easily as possible. We then consider what computational environment to use, which learning path to follow, and what assessment of learning to apply. Implications for teacher professional development are included.",
publisher = "Springer New York LLC",
journal = "IFIP Advances in Information and Communication Technology",
title = "Cultivating Computational Thinking Through Data Practice",
pages = "33-24",
volume = "524",
doi = "10.1007/978-3-030-23513-0_3",
url = "conv_714"
}
Kadijević, Đ.. (2019). Cultivating Computational Thinking Through Data Practice. in IFIP Advances in Information and Communication Technology
Springer New York LLC., 524, 24-33.
https://doi.org/10.1007/978-3-030-23513-0_3
conv_714
Kadijević Đ. Cultivating Computational Thinking Through Data Practice. in IFIP Advances in Information and Communication Technology. 2019;524:24-33.
doi:10.1007/978-3-030-23513-0_3
conv_714 .
Kadijević, Đorđe, "Cultivating Computational Thinking Through Data Practice" in IFIP Advances in Information and Communication Technology, 524 (2019):24-33,
https://doi.org/10.1007/978-3-030-23513-0_3 .,
conv_714 .

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