Computational thinking for youth in practice

By Irene A. Lee, Fred G. Martin, Jill Denner, B. Coulter, Walter Allan, Jeri Erickson, Joyce Malyn-Smith, Linda L. Werner. 2011

720 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications

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Citations in the corpus

How the machine ‘thinks’: Understanding opacity in machine learning algorithms (2016, background): “Recent calls for greater diversity in STEM ﬁelds and for general eﬀorts toward developing ‘computational thinking’ at all levels of education (Lee et al., 2011; Wing, 2006) are relevant.”
Computing in the curriculum: Challenges and strategies from a teacher’s perspective (2016, background): “Many have recently suggested ways of implementing computational thinking into the curriculum (Barr and Stephenson 2011, Webb and Rosson 2013, Brennan and Resnick 2012, Lee et al. 2011, Selby 2012, Yadav et al. 2011, Van Dyne and Braun 2014, Sengupta et al. 2013).”
A validity and reliability study of the computational thinking scales (CTS) (2017, background): “…by getting help from the computing and computers in the solution of the complex problems (e.g. Barr and Stephenson 2011; Grover and Pea 2013; Lee et al. 2011; Sengupta et al. 2013; Wolz et al. 2011), it is very distinguishing in many levels in the abstraction and design-oriented thinking…”
Computational thinking and tinkering: Exploration of an early childhood robotics curriculum (2014, background): “…and encompasses a broad and somewhat debated range of analytic and problem-solving skills, dispositions, habits, and approaches used in computer science (Barr & Stephenson, 2011; International Society for Technology Education and The Computer Science Teachers Association, 2011; Lee et al., 2011).”
A Framework for Computational Thinking Based on a Systematic Research Review (2016, methodology): “…Figure 1), based on the well-known definitions of CT by (Wing, 2006; Lee et al., 2011; Chang, 2011; Zhenrong, Wenming and Rongsheng, 2009; Liu and He, 2014; Soh et al., 2009; Miller et al., 2013; Wang and Zhou, 2011; Wentworth, 2010; Yevseyeva and Towhidnejad, 2012; Carnegie Melon University…”
The fairy performance assessment: measuring computational thinking in middle school (2012, methodology): “Students engaged with CT in a three-stage progression called Use-Modify-Create[6] over approximately 20 hours during a semester.”
Studying the effect of AI Code Generators on Supporting Novice Learners in Introductory Programming (2023, positive): “The benefit of AI code generators for novice learners could be explained by the effective employment of the use-modify-create pedagogical strategy often used in introductory programming [30, 52].”
Designing for deeper learning in a blended computer science course for middle school students (2015, methodology): “Denner, Werner, and Ortiz (2012) employed a three-stage “ Use-Modify-Create ” progression (Lee et al., 2011) to help students engage with CT. Students completed tutorials and worked through a series of self-paced instructional exercises in Alice built to provide scaffolding and “ challenges ”…”
Computational thinking in compulsory education: Towards an agenda for research and practice (2015, background): “…is the focus on the skills, habits and dispositions needed to solve complex problems (e.g. Barr and Stephenson 2011; Grover and Pea 2013; Lee et al. 2011; Sengupta et al. 2013; Wolz et al. 2011) with the help of computing (Wolz et al. 2011) and computers (Grover and Pea 2013; Lee et al.…”
Computational Thinking in K–12 (2013, background): “Advocates of CT concede that although it shares elements with mathematical, engineering, and even design thinking, and draws on a rich legacy of related frameworks, it also extends each of those thinking skills in a unique way (Lee et al., 2011).”
Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade (2015, background): “…has been deﬁned in many ways and encompasses a broad of analytic and problem-solving skills, dispositions, habits, and approaches used in computer science (Barr and Stephenson 2011; International Society for Technology Education and The Computer Science Teachers Association 2011; Lee et al. 2011).”