Theoretical Framework for Integrating Computational Thinking in Education
| dc.contributor.author | Arslantaş, Tuğba Kamalı | |
| dc.date.accessioned | 2025-07-07T08:11:46Z | |
| dc.date.available | 2025-07-07T08:11:46Z | |
| dc.date.issued | 2025 | |
| dc.department | Eğitim Fakültesi | |
| dc.description.abstract | Computational Thinking (CT) encompasses the cognitive processes utilized to articulate problems, allowing their resolution through computational steps and algorithms. Evolving into a centering skill applicable across diverse professional domains, CT extends beyond computer science, reaching learners in various disci-plines. Its impact on education is evident as teachers integrate it from preschool to higher education levels. The role and significance of CT in education can be outlined across four key dimensions, namely fostering problem-solving skills, preparing for the future workforce, fostering critical thinking skills, and exploring creativity. As the importance of CT continues to grow in the modern world, educators recognize the need to integrate CT into academic disciplines at all levels of education. However, the incorporation of CT into education presents both challenges and opportunities. One of the significant challenges educators face is how to design and deliver CT learning activities that align with their teaching goals and objectives. Teachers must have the knowledge and skills to design and implement practical CT learning activities and assess students’ CT competencies. Addressing these challenges necessitates a robust foundation, where theoretical frameworks are crucial. Several theoretical frameworks have been proposed in the literature to address these challenges and guide educators in integrating CT into teaching. These frameworks offer guidelines and strategies for designing, delivering, and assessing CT learning activities. This chapter discusses three theoretical frameworks, namely problem-based instruction (PBI), Digital Story-telling (DST), and The CT Integration Elements. These frameworks were selected due to their alignment with the principles of design-based learning, which is the focus of this book. Each framework offers unique perspectives and approaches to integrating CT into teaching. | |
| dc.identifier.doi | 10.1007/978-981-96-0853-9_2 | |
| dc.identifier.endpage | 31 | |
| dc.identifier.isbn | 978-981960853-9, 978-981960852-2 | |
| dc.identifier.scopus | 105002506427 | |
| dc.identifier.startpage | 15 | |
| dc.identifier.uri | https://dx.doi.org/10.1007/978-981-96-0853-9_2 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12451/13173 | |
| dc.indekslendigikaynak | Scopus | |
| dc.institutionauthor | Arslantaş, Tuğba Kamalı | |
| dc.language.iso | en | |
| dc.publisher | Springer Nature | |
| dc.relation.ispartof | Integrating Computational Thinking Through Design-Based Learning: Strategies for Integration in Different Disciplines | |
| dc.relation.publicationcategory | Kitap Bölümü - Uluslararası | |
| dc.rights | info:eu-repo/semantics/closedAccess | |
| dc.subject | Theoretical Framework | |
| dc.subject | Computational Thinking in Education | |
| dc.title | Theoretical Framework for Integrating Computational Thinking in Education | |
| dc.type | Book Chapter |
Dosyalar
Lisans paketi
1 - 1 / 1
[ X ]
- İsim:
- license.txt
- Boyut:
- 1.17 KB
- Biçim:
- Item-specific license agreed upon to submission
- Açıklama:
