26: Computational Thinking for Youth in Practice | #CSK8 Podcast with Jared O'Leary
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In this episode I unpack Lee et al.’s (2011) publication titled “Computational thinking for youth in practice,” which provides examples of how middle and high school youth engage in computational thinking and introduces the “use-modify-create” framework (a three-stage progression through computational thinking).
Article
Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., Mayln-Smith, J., Werner, L. (2011). Computational Thinking for Youth in Practice. ACM Inroads, 2(1), 32–37. https://doi.org/10.1145/1929887.1929902
Abstract
"Computational thinking (CT) has been described as the use of abstraction, automation, and analysis in problem-solving. We examine how these ways of thinking take shape for middle and high school youth in a set of NSF-supported programs. We discuss opportunities and challenges in both in-school and after-school contexts. Based on these observations, we present a “use-modify-create” framework, representing three phases of students’ cognitive and practical activity in computational thinking. We recommend continued investment in the development of CT-rich learning environments, in educators who can facilitate their use, and in research on the broader value of computational thinking."
My One Sentence Summary
This paper provides examples of how middle and high school youth engage in computational thinking and introduces the use-modify-create framework, which consists of three stages of engagement for computational thinking.
Some Of My Lingering Questions/Thoughts
How much time should someone spend using, modifying, and creating before moving to another stage and who gets to determine when a learner moves between stages?
How might we facilitate a group of learners who are all spending a different amount of time in each stage?
How might we assess a group of learners in this scenario?
What happens if we design an experiences that intentionally flips or changes the ordering of the stages?
What stages are missing that you've seen with the learners you've worked with?
What stages might we uncover within informal learning environments and how might they inform learning within formalized environments or contexts?
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Each episode of the #CSK8 Podcast explores research, experiences, or perspectives on computer science education through interviews with computer science educators, scholars, and administrators, as well as episodes that summarize and unpack implications of research for classroom teachers who are interested in learning more about practical applications of research in their classroom.
#cseducation #computerscience #computerscienceducation #JaredOLeary #CSedWeek #CS4All #CSforALL #computersciencePD #elementaryCS
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00:00 Introduction
00:42 Abstract
01:27 My one sentence summary
01:57 Questions that guide this article
02:10 Paper introduction
04:34 Three domains of use-modify-create
04:44 Domain 1: Modeling and simulation
06:30 Domain 2: Robotics
08:29 Domain 3: Game design and development
12:25 Supporting growth in computational thinking
13:30 Use-modify-create
14:36 Lingering questions and thoughts
14:49 How much time should someone spend using, modifying, and creating before moving to another stage and who gets to determine when a learner moves between stages?
17:44 What happens if we design an experience that intentionally flips or changes the ordering of the stages?
19:21 Outro