An Overview of Computational Thinking

Year 2022, Volume: 10 Issue: 1, 157 - 173, 30.04.2022

Erhan Yokuş , Recep Kahramanoglu

https://doi.org/10.18506/anemon.1033403

Cited By: 1

Abstract

Computers and information technologies are increasingly becoming indispensable elements of our lives. Technological hardware and softwares are widely used in the field of education as well as in many fields such as engineering, business world, and health sector. In order to use these technologies efficiently, it is important for learners to understand the working logic of computers. One of the methods developed to achieve this is computational thinking. Although computational thinking is a relatively new concept, it is a rapidly developing concept. Computational thinking can be defined as a way of thinking that involves solving problems, designing systems, and making sense of human behavior using the basic concepts of computer science. The aim of this study is to discuss various dimensions of computational thinking with sources from the literature. In this context, firstly, the definitions of computational thinking were emphasized, and then information about the history and development process of computational thinking was given. The dimensions of computational thinking and the competencies related to computational thinking such as critical thinking, creative thinking, and algorithmic thinking are included. Finally, information is given about applications on computational thinking such as Google Education, Bebras, and Code.org.

Keywords

Computational thinking, Information technologies, Critical thinking, Creative thinking

Bilgi İşlemsel Düşünme Üzerine Genel Bir Bakış

Abstract

Bilgisayarlar ve bilişim teknolojileri giderek artan bir hızda hayatımızın vazgeçilmez öğeleri haline gelmektedirler. Teknolojik donanımlar ve yazılımlar mühendislik, iş dünyası, sağlık sektörü gibi pek çok alanın yanında eğitim alanında da bilişim teknolojileri oldukça yaygın olarak kullanılmaktadır. Bu teknolojilerin verimli şekilde kullanılması için öğrenenlerin bilgisayarların çalışma mantığını anlamaları önem arz etmektedir. Bunu sağlamak amacıyla geliştirilen yöntemlerden biri de bilgi işlemsel düşünmedir. Bilgi işlemsel düşünme görece yeni bir kavram olmasına rağmen hızla gelişen bir kavramdır. Bilgi işlemsel düşünme bilgisayar biliminin temel kavramlarını kullanarak problem çözmeyi, sistem tasarlamayı ve insan davranışını anlamlandırmayı içeren bir düşünme şekli olarak tanımlanabilir. Bu çalışmanın amacı alanyazından kaynaklarla bilgi işlemsel düşünmenin çeşitli boyutlarını ele almaktır. Bu kapsamda öncelikle bilgi işlemsel düşünmenin tanımları üzerinde durulmuş, daha sonrasında bilgi işlemsel düşünmenin tarihi ve gelişim süreci hakkında bilgi verilmiştir. Bilgi işlemsel düşünmeyi oluşturan boyutlar ve eleştirel düşünme, yartıcı düşünme, algoritmik düşünme gibi bilgi işlemsel düşünme ile ilgili yeterliklere yer verilmiştir. Son olarak Google Education, Bebras, Code.org gibi bilgi işlemsel düşünme üzerine uygulamalar hakkında bilgi verilmiştir.

Keywords

Bilgi işlemsel düşünme, Bilişim teknolojileri, Eleştirel düşünme, Yaratıcı düşünme

References

• Agalianos, A., Noss, R., & Whitty, G. (2001). Logo in mainstream schools: The struggle over the soul of an educational innovation. British Journal of Sociology of Education, 22(4), 479-500.
• Ahorani, D. (2000). Cotiga, Ergo, Sum! cognitive processes of students dealing with data structures. ACM SIGCSE Bulletin, 32(1), 26(30).
• Allen, M. (2004). Smart thinking: Skills for critical understanding and writing ( 2. Edition). Oxford University Press.
• Altun, M. (2014). Ortaokullarda (5, 6, 7 ve 8. sınıflarda) matematik öğretimi. Alfa Aktüel.
• Baker, M., Rudd, R., & Pomeroy, C. (2001). Relationships between critical and creative thinking. Journal of Southern Agricultural Education Research, 51(1), 173-188.
• Barefootcomputing (2020, November 29). About Barefoot. https://www.barefootcomputing.org/about-barefoot
• Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is involved and what is the role of the computer science education community?. Acm Inroads, 2(1), 48-54.
• Baykul, Y. (2014). Ortaokulda matematik öğretimi (5-8. sınıflar). Pegem Akademi Yayınları. BBC. (2020, November 30). BBC Bitesize. https://www.bbc.co.uk/bitesize/articles/z6x992p
• Beth, E. W., & Piaget, J. (1966). Mathematical epistemology and psychology. Dordercht: Reidel. Bilgekunduz (2020, December 01). Uluslararası Enformatik ve Bilgi İşlemsel Düşünme Etkinliği. https://bilgekunduz.org/
• Code.org (2020, November 29). About Us. https://code.org/international/about
• Cortina, T. J. (2015). Reaching a broader population of students through unplugged activities. Communications of the ACM, 58(3), 25(27).
• Csizmadia, A., Curzon, P., Dorling , M., Humphreys, S., Ng., T., Selby, C., & Woollard, J. (2015). Computational thinking: A guide for teachers. http://community.computingatscholl.org.uk/resources/2324
• Çetin, İ. (2015). Students' understanding of loops in computer programming: An APOS theory perspective. Canadian Journal of Science, Mathematics and Technology Education, 15(2), 1098-1111.
• Çetin, İ., & Toluk-Uçar, Z. (2020). Bilgi işlemsel düşünme tanımı ve kapsamı. In Gülbahar, Y. (Ed.), Bilgi işlemsel düşünmeden programlamaya (pp. 41-78). Pegem Akademi.
• Dagiene, V., & Futschek, G. (2008, July). Bebras international contest on informatics and computer literacy: Criteria for good tasks. In International conference on informatics in secondary schools-evolution and perspectives (pp. 19-30). Springer, Berlin, Heidelberg.
• Dagiene, V., & Stupuriene, G. (2016). Bebras: A sustainable community building model for the concept based learning of informatic and computational thinking. Informatics in Education, 15(1), 25.
• Denning, P. J. (2009). The profession of IT beyond computational thinking. Communications Of The Acm, 52(6), 28-30.
• Google Education (2020, November 29). Google Education https://edu.google.com/intl/ALL_tr/products/workspace-for-education/
• Feurzeig, W., & Papert, S. A. (2011). Programming- languages as a conceptual framework for teaching mathematics. Interactive Learning Environments, 19(1), 217-228.
• Flavell, J. H. (1979). Metacognition and comprehention monitoring: A new era of cognitive development inquiry. American Psychologist, 34, 906-911.
• Futschek, G. (2006, November). Algorithmic thinking: in secondary scholls- Evolution and Perspectives. Springer Berling Heidelberg, 159-168.
• Gardner, H. (1985). Frames of minds: Thinking skills: Critical tkinking and problem solving. Cambridge University Press.
• Harel, I. E., & Papert, S. E. (1991). Constructionism. Ablex Publishing.
• Henderson, P. (2008). Computer science unplugged. Journal of Computing Sciences in Colleges, 23(3), 168-168.
• Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263-279.
• ISTE. (2011). Operational Definition for Computational Thinking. https://cdn.iste.org/www-root/Computational_Thinking_Operational_Definition_ISTE.pdf.
• ISTE. (2016). ISTE standards for students. https://www.iste.org/standards/standards/for-students-2016
• Jonassen, D. H. (2000). Computers as midtools for schools: Engaging critical thinking. Prentice Hall.
• Jonsson, B., Norqvist, M., Liljekvist, Y., & Lintner, J. (2014). Learning mathematics through algorithmic and creative reasoning. The Journal Mathematical Behavior, 36, 20-32.
• Kalelioğlu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a sistematic research review. Baltic Journal of Modern Computing, 4(3), 583.
• Knuth, D. E. (1985). Algorithmic thinking and mathematical thinking. The American Mathematical Monthly, 92(3), 170-181.
• Lau, J. Y. (2011). An introduction to critical and creativity: Think more, think better. New Jersey: John Wiley & Sons.
• LEGO Education. (2018). WeDo 2.0 Computational thinking teachers guide. LEGO Education.
• Liskov, B., & Guttag, J. (2000). Program Development in JAVA: Abstraction, Specification and Onject Orient Design.
• Mayer, R. E. (1992). Thinking, problem solving, cognition (2. Ed. ). Freeman.
• Mayer, R. E. (1998). Cognitive, metacognitive and motivational aspects of problem solving. Instructional Science, 26, 49-63.
• Ministry of National Education. (2020, November 21). Öğretmen Kitaplığı. https://ogretmen.meb.gov.tr/kitap/bilgiislemsel1/
• Moore, B. N., & Parker, R. (2008). Critical thinking (9. Edition). McGraw-Hill.
• National Research Council. (2010). Report of a workshop on the scope and nature of computational thinking. The National Academies Press.
• Newell, A., & Simon , H. A. (1972). Human problem solving. Englewood Cliffs: NJ: Printice-Hall.
• Oktaç, A., & Çetin , İ. (2016). APOS teorisi ve matematiksel kavramların öğrenimi. Pegem Akademi
• Otaran, A. (2017). Design, control and evaluation of educational devices with series elastic actuation. (Unpublished master thesis). Sabancı University.
• Papert, S. (1993). Mindstorms: Children, computers and powerful ideas. Basic Book.
• Papert, S. (1996). An exploration in the space of mathematics educations. Int. J. Comput. Math. Learn., 1(1), 95-123.
• Piaget, J. (1964). Cognitive development in children: Development and learning. Journal of Research in Science Teaching, 2(3), 176-186.
• Polya, G. (1957). How to Solve it: A New Aspects of Mathematical Methods. Prentice University Press.
• Quesada, J., Kintsch, W., & Gomez, E. (2005). Complex problem-solving: A field in search of a definition. Theoretical Issues in Ergonomics Science, 6(1), 5-33.
• Resnick, M., Ocko, S., & Papert, S. (1988). LEGO, Logo, and design. Children's Environments Quarterly, 14-18.
• Robokids. (2020, December 01). LOGO education nedir. https://www.robokids.com.tr/lego-education-nedir-
• Schneider, G. M., & Gersting, J. (2016). Invitation to computer science. Nelson Education.
• Schoenfeld, A. (1987). What's all the fuss about metacognition. In Scohoenfeld, A. (Ed.), Cognitive Science and Mathematics Education. Lawrence Erlbaum.
• Scratch. (2020, December 02). Programlamaya giriş. https://scratch.mit.edu/studios/1611338/
• Sedgewick, R., & Wayne, K. (2011). Algorithms. Addison-Wesley.
• Smith, M. (1991). Toward a unified theory of problem solving. In M. Smith, M.(Ed.), A view from biology. Hillsdale.
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
• Syslo, M. M., & Kwiatkowska, A. B. (2015, September). Introducing a new computer science curriculum for all school levels in Poland. In: International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, 141-154.
• Şahinel, S. (2002). Eleştirel düşünme. Pagem Akademi Yayıncılık.
• Taylor, I. A. (1959). The nature of the creative process. In P. Smith (Ed.), Creativity: An examination of the creative process (pp. 51-82). Hastings House Publishers
• Turkish Language Society. (2020, November 27). "örüntü" kelimesinin araştırması. https://sozluk.gov.tr/
• Üzümcü, Ö. (2019). Bilgi işlemsel düşünme becerisine yönelik program tasarımının geliştirilmesi ve etkinliğinin değerlendirilmesi. (Unpublished doctoral dissertation). Gaziantep University.
• Wikipedia. (2020, November 27). Algoritma. https://tr.wikipedia.org/wiki/Algoritma
• Wikipedia. (2020, November 27). Eleştirel Düşünme. https://tr.wikipedia.org/wiki/Ele%C5%9Ftirel_d%C3%BC%C5%9F%C3%BCnme
• Wikipedia. (2020, November 28). Problem Çözme. https://tr.wikipedia.org/wiki/Bili%C5%9Fsel_bilim#Problem_%C3%87%C3%B6zme
• Wing, J. M. (2006). Computational thinking . Communications of the ACM, 49(3), 33-35.
• Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of The Royal Society of London A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725.
• Wing, J. M. (2011). Research notebook: Computational thinking- what and why? . The Link Magazine, 6, 20-23.
• Yecan, E., Özçınar, H., & Tanyeri, T. (2017). Bilişim teknolojileri öğretmenlerinin görsel programlama öğretimi deneyimleri. İlköğretim Online, 16(1), 377-393.