Computational thinking and thinking about computing

By Jeannette M. Wing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 2008

1,757 citations recorded by the source corpus.

Computational thinking will influence everyone in every field of endeavour. This vision poses a new educational challenge for our society, especially for our children. In thinking about computing, we need to be attuned to the three drivers of our field: science, technology and society. Accelerating technological advances and monumental societal demands force us to revisit the most basic scientific questions of computing.

Subfields: Computational Theory and Mathematics, Computer Science Applications, Molecular Biology

View Paper: https://www.semanticscholar.org/paper/6314a4aee7c8397713b04618e0f1b3f99d537c29

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Citations in the corpus

Computational Thinking in Elementary and Secondary Teacher Education (2014, methodology): “In the midst of this trend, computational thinking (CT) has quickly become a prerequisite skill for many endeavors of the 21st century [Wing 2008].”
Big Data: Survey, Technologies, Opportunities, and Challenges (2014, background): “In computational sciences, Big Data is a critical issue that requires serious attention [9, 10].”
Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test (2017, background): “…fundamental way that an-Gonz alez), jcperez@edu. s (C. Jim enez-Fern andez). onz alez, M., et al., Which cog s in Human Behavior (2016), enables CT come alive (Lye & Koh, 2014); although CT can be transferred to various types of problems that do not directly involve programming tasks (Wing, 2008).”
Development of Computational Thinking Skills through Unplugged Activities in Primary School (2017, background): “In addition, if evidences of the effectiveness of the unplugged approach are found, it would reinforce the theory that CT is mainly a problem-solving cognitive process/ability, which is possible to develop not only trough computer programming [36] [37].”
Computational Thinking: The Developing Definition (2013, background): “The next year, Wing [21] defines abstraction as the cornerstone of computational thinking.”
Demystifying computational thinking (2017, background): “Abstraction is the main element undergirding CT (Wing, 2008), where people glean relevant information (and discard irrelevant data) from complex systems to generate patterns and find commonalities among different representations (Wing, 2010).”
People’s Councils for Ethical Machine Learning (2018, background): “Machine learning elevates abstraction (Wing, 2008) to an ethos, an orientation to everyday life.”
Robotics to develop computational thinking in early Childhood Education (2019, background): “In addition, she argued that computational thinking is neither routine nor mechanical, but a way of solving problems intelligently and imaginatively (Wing, 2008).”
Review on teaching and learning of computational thinking through programming: What is next for K-12? (2014, methodology): “It involves the use of computer science concepts such as abstraction, debugging, remixing and iteration to solve problems (Brennan & Resnick, 2012; Ioannidou, Bennett, Repenning, Koh, & Basawapatna, 2011; Wing, 2008).”
A validity and reliability study of the computational thinking scales (CTS) (2017, methodology): “Even if the CT concept was used by Papert (1980) in the literature for the first time, the first description was done by Wing (2008) but it was not countervail the description fully.”
Advancing students' computational thinking skills through educational robotics: A study on age and gender relevant differences (2016, background): “Recently, there has been growing recognition of the importance of CT in controlling and managing cognitive activities, as well as understanding and solving problems in a wide range of contexts, not only in the field of computer science, but in all disciplines [2].”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “…computing and K12 science 2.1 Abstractions in computational thinking and scientific expertise Given the centrality of the notion of abstractions in computational thinking (Wing 2008), it is imperative for us to understand the relationships between abstractions in CT and in scientific expertise.”
Clarifying Journalism’s Quantitative Turn (2015, methodology): “This form of thinking—developed as a concept by Wing (2006, 2008) but with roots in mid-twentieth-century computer science (National Research Council of the National Academies 2010)—is built around abstraction and automation.”