Informatical Thinking

International audienceIn this paper, we reviewed many definitions of computational thinking, finding they share a lot of common elements, of very different nature. We classified them in mental processes, methods, practices, and transversal skills. Many of these elements seem to be shared with other disciplines and resonate with the current narrative on the importance of 21st-century skills. Our classification helps on shedding light on the misconceptions related to each of the four categories, showing that, not to dilute the concept, elements of computational thinking should be intended inside the discipline of Informatics, being its "disciplinary way of thinking"

Does Studying CS Automatically Foster a Growth Mindset?

International audienceMany arguments are used to advocate for the introduction of Computer Science (CS) / Computational Thinking / "coding" in K-12 education. Growth mindset theory (GM) is also becoming very popular among educators and researchers. Some claims stating that studying CS can foster a GM have emerged. However, educational research shows that transfer of competences is hard. Very little research has been conducted on the relationship between GM and CS learning, with conflicting results. We measured some indicators (e.g., mindset, computer science mindset) at the beginning and the end of a high school year in five different classes: three CS oriented , one Chemistry oriented, and one Transportation&Logistics oriented. In one of the CS oriented classes, we did a very brief GM intervention. At the end of the school year, none of the classes showed a statistically significant change in their mindset. Interestingly , non-CS oriented classes showed a significant decrease in their computer science growth mindset. In the intervention class, students suggested, to stimulate a GM, the need for activities that are more creative, engaging, and related to the real world and their interests

Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects

Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas. 1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)? 2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"? 3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches? This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills. Four important claims are substantiated. 1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction. 2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed. 3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities. 4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects