Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community?

By Valerie Barr, Chris Stephenson. INROADS, 2011

1,619 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/e8a6cfeac65fa755618abad44bb99601dc342438

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Citations in the corpus

Computational thinking in compulsory education: Towards an agenda for research and practice (2015, background): “According to Barr and Stephenson (2011), the integration of CT across disciplines would lead to increased use of computational vocabulary and the acceptance of failed solution attempts.”
Computational Thinking: The Developing Definition (2013, background): “This need for definition is supported in the literature [1, 10, 17, 16].”
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).”
Defining Computational Thinking for Mathematics and Science Classrooms (2016, background): “Barr and Stephenson (2011), in reporting on work from the computer science education community, provide one approach by proposing a definition for computational thinking across all of K-12 education.”
Review on teaching and learning of computational thinking through programming: What is next for K-12? (2014, background): “With these recent developments in the visual programming languages for K-12, there is renewed interest to consider how programming can benefit K-12 students (Barr & Stephenson, 2011; Bell, 2013; Grover & Pea, 2013; Olson, 2012).”
Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education (2022, background): “While discussions on CT skills were narrowly positioned within the field of computer science or STEM-related subjects (Barr & Stephenson, 2011; Lee et al., 2020), this study moves CT forward to be extensible and embedded across disciplines.”
A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge (2016, background): “…argued, this educational goal can be achieved by integrating computer science as a distinct discipline and a school subject in the K-12 curriculum (Barr & Stephenson, 2011; Fluck, Webb, Cox, Angeli, Malyn-Smith, Voogt, & Zagami, 2016; Goode, Chapman, & Margolis, 2012; Hazzan, Lapidot, & Ragonis,…”
A validity and reliability study of the computational thinking scales (CTS) (2017, background): “…computational thinking is that it contains continuity 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…”
Computational thinking and tinkering: Exploration of an early childhood robotics curriculum (2014, neutral): “…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).”
The fairy performance assessment: measuring computational thinking in middle school (2012, background): “But efforts to engage K-12 students in CT are hampered by a lack of definition and assessment tools.”
Computational thinking for teacher education (2017, background): “Similarly, pre-service teachers in a social studies methods course could learn to incorporate data analysis and pattern recognition by having students collect and analyze population statistics and use it to identify and represent trends.(3) Data-analysis tools could be as simple as Piktochart, which”
Demystifying computational thinking (2017, background): “CT has also been linked to creativity and innovation (Mishra, Yadav, & the Deep-Play Research Group, 2013; Repenning et al., 2015), and it has important applications in other STEM areas (Barr & Stephenson, 2011; Sengupta, Kinnebrew, Basu, Biswas, & Clark, 2013).”
Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms (2016, background): “Abstraction involves generalizing and transferring the problem solving process to similar problems (Barr and Stephenson 2011).”