Computational thinking has recently been introduced by the Educational Reform of La Buona Scuola, scheduled to begin in primary schools (diffusion has already occurred in most European countries and others in the developed world). The addition of this new competence is considered a literacy essential which every child has to learn. It is understood not so much as a technical skill, but as logical thinking across all the disciplines. The problems to be addressed are: What is the definition of computational thinking? Why has computational thinking now assumed a central role in education from primary school through university? Which educational vision of computational thinking for children in their early years of development emerges and is shared by the scientific community of Computer Science? What are the cognitive and educational implications for computational thinking? This work aims to investigate the state of art on computational thinking in education for primary and lower secondary education, examining its spread in Europe and the recent academic literature, with the aim of identifying the critical issues in the research field and the priorities for implementation and future investigation.
|Titolo:||Quale visione educativa del Computational Thinking? Una prospettiva diricerca ancora aperta / Which educational vision of Computational Thinking? A still open research perspective|
|Autori interni:||BANZATO, Monica|
|Data di pubblicazione:||2016|
|Rivista:||FORMAZIONE & INSEGNAMENTO|
|Appare nelle tipologie:||2.1 Articolo su rivista |