Computational Thinking in Primary Education

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Computational thinking (CT) is sometimes believed to be exclusively related to computer science and computer systems, a skill that can only be mastered by those with a mathematical disposition. However, this competency can be developed early in education and is fundamental to modern education’s comprehensive training.

Computational Thinking Approaches

Before defining it, one must know the three perspectives in the literature on computational thinking that have helped develop the concept:

Disciplinary approach: This approach arises from algorithmic thinking (the ability to solve problems through a series of steps) in the 50s. It is conceived as a method or way of thinking and doing that is developed through programming practices. The perspective sees computational thinking as a thought process for formulating problems where solutions are represented as computational steps and algorithms.
Psychological approach: Its central focus was more on thinking than computation (calculation), conceiving Information processing in the human mind and using the computer to simulate human performance in problem-solving. At that time, little was known about the existence of information processes and computing in nature (which are now known to exist).
Educational approach: it is divided into the following perspectives.
- Disciplinary: considers the basis of the traditional CT (explained in the first point) in developing a curriculum integrated with programming and computer science in primary education.
- Digital world: This is linked to digital literacy and its importance in STEM education as an integral element.
- Beyond programming: This is the perspective of CT that integrates a more social approach, that is, transcending the traditional approach to become helpful in each discipline while being a fundamental resource for society in general.

What is computational thinking?

In the beginning, computational thinking was linked to designing algorithms. It was not until the 1950s, when the field of computer science emerged, that this term began to take shape.

A simplified definition interpreting this vision in education would be that computational thinking comprises processes that allow the student to solve problems systematically and logically (problem-solving skills) through knowledge of computer science concepts (abstraction, decomposition, pattern recognition, etc.) and programmable agents (tools such as educational robots and avatars, among others) and their application in daily life.

Why is it important?

Computational thinking is not just essential for developing skills for the 21st century and digital society. Wing (2006) mentions that it represents a universally applicable attitude and skill set everyone can learn and use.

For this reason, children should develop reading and writing skills and other CT skills, such as logical thinking and abstraction (identifying patterns, simplifying, generalizing, and categorizing, among others). Incorporating CT skills in primary education is vital for students to develop fully in today’s world.

Benefits

These are some advantages of its implementation in the classroom:

Several studies suggest it increases non-cognitive skills (teamwork, collaboration, and communication).
It develops fine motor skills and positive executive functioning.
It encourages self-regulation.
It promotes metacognition.
It drives creativity.
It can effectively link metacognitive strategies.

Metacognition and CT

Generally, metacognition is critical to effective learning. This skill has two perspectives: metacognitive knowledge (knowledge and beliefs about the world) and metacognitive skills (the ability to control and monitor one’s cognitive processes). We will consider the second.

With the second perspective in mind, implementing metacognitive strategies has significant advantages in the learning process:

It promotes intellectual and academic development.
It encourages the management of learning.
It increases problem-solving skills.
It drives the ability to transfer learning to new situations.
It favors mathematical skills and those related to reading and writing (vocabulary and reading comprehension).

But how does CT integrate with metacognition? This is achieved by integrating computational thinking concepts into metacognition strategies.

For example, (in a planning process) decomposition and algorithms are functional when solving a problem (how to make a plan) because it is necessary to divide the problem into smaller parts (decomposition) and develop sequential steps to solve it (algorithm).

How can it be applied?

According to the International Society for Technology in Education (ISTE), computational thinking comprises four essential reasoning skills:

Before implementing any classroom activity, it is essential to consider children’s development at this educational level. Some activities must be adapted for optimal, meaningful learning and meeting the planned and expected objectives.

Computational thinking is critical for children to develop skills that culminate in helpful competencies for their student life and problem-solving in their daily lives.

Translated by Daniel Wetta