A Complementary View to Computational Thinking and Its Interplay with Systems Thinking

Computational Thinking (CT) pervasively shares its methods, practices, and dispositions across other disciplines as a new way of thinking about problem-solving. Few studies have been carried out studying CT from an Information Systems (IS) perspective. This study elaborates on how systems thinking (...

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Vydáno v:Education sciences Ročník 13; číslo 2; s. 201
Hlavní autoři: Hamidi, Ali, Mirijamdotter, Anita, Milrad, Marcelo
Médium: Journal Article
Jazyk:angličtina
Vydáno: Basel MDPI AG 01.02.2023
Témata:
Algorithms
Automation
Cognitive Processes
computational thinking
Computers
Definitions
Discipline
Education
Educational technology
Elementary Secondary Education
Generalization
Informatik
Information Systems
K-12 education
Learning Activities
Literature Reviews
Logical Thinking
Pattern Recognition
Pedagogy
Problem solving
Programming Languages
Skills
systems thinking
Teaching Methods
Troubleshooting
Germany
ISSN:2227-7102, 2227-7102
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Shrnutí:Computational Thinking (CT) pervasively shares its methods, practices, and dispositions across other disciplines as a new way of thinking about problem-solving. Few studies have been carried out studying CT from an Information Systems (IS) perspective. This study elaborates on how systems thinking (ST), an acknowledged theory in the IS field, bonds to CT to address some well-known common issues related to CT such as reductionism and dogmatism, and to supplement the computing nature of CT with behavioral and societal facets involved in its implications. We studied how ST is applied to CT research in the literature. To do so, two primary approaches have been identified that link ST and CT. First, ST is embedded in CT practices meaning that ST is considered as a component of CT. Second, ST and CT are parallelly studied, and ST is considered as a supplementary concept to CT. Correspondingly, we propose a complementary approach that looks at CT from the ST lenses to provide a clearer picture of CT in an educational context. Moreover, we expect this new perspective can help to broaden the development of educational CT concepts and scenarios by including new notions such as framework, interpretation, norms, paradigm, and context.
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ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13020201