What is Computational Thinking?

Shute, Sun & Asbell-Clarke (2017) defines Computational Thinking (CT) as “the conceptual foundation required to solve problems effectively and efficiently with solutions that are reusable in different contexts” (pg. 142). CT is a fundamental skill required for everyone, greatly benefitting individuals from being exposed to these challenges at a young age through classroom experiences (Wing, 2006). Six main features of CT have been developed and researched by Shute, Sun & Asbell-Clarke (2017) as decomposition, abstraction, algorithm design, debugging, iteration, and generalisation. CT can strongly benefit students’ performance in developing problem-solving, computer, cooperative, critical thinking, recursive thinking and algorithmic thinking skills (Doleck et al., 2017).

Computational Thinking in Coding Platforms

CT is not teaching computer science to students’ however encourages their every action and knowledge behind finding solutions to various problems (Wing, 2006). Various coding platforms can be used in the classroom environment to encourage students’ CT skills, such as Blockly. Blockly is designed for primary aged student’s to develop coding language through various programs to identify, test and solve a problem. It provides eight main stages for students’ to apply their CT knowledge in composing digital coding. Blockly offers immediate feedback to students to determine if their solution was efficient in solving the problem, aiding them to develop critical thinking skills.I

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How can Blockly support Computational Thinking in fostering creativity?

Blockly allows students to work cooperatively and critically in developing and deciphering coding language. It offers immediate feedback to students to determine if their solution was efficient in solving the problem, aiding them in developing critical thinking skills. Blockly can be used as an alternative approach to cross-curricular learning in mathematics and the creative arts of music.

However, Blockly only provides ‘set goals’ for students to achieve at each stage, therefore, limiting their ability to design creatively. Other coding platforms allow students to develop and solve open-ended coding tasks in an attempt to foster creative based CT. These include:

• Scratch
• Micro:bit
• Tynker
• Code.org

Pedagogical Implications

Doleck et al., (2017) express the gradual demand for implementing CT skills within the classroom environment, as the prevalence of technology-enhanced learning increases. Due to my personal experience in attempting to use my CT skills to form coding language in Blockly, I believe it is crucial that teachers have sufficient training or time to practice individually on the given coding program. Due to my lack of coding experiences, I would advise teachers to identify common issues when practising themselves and develop appropriate solutions prior to conducting the lesson with students.

References

Doleck, T., Bazelais, P., Lemay, D. J., Saxena, A., & Basnet, R. B. Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance. Journal of Computers in Education, 4(4), 355-369. doi: 10.1007/s40692-017-0090-9

Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017. Demystifying computational thinking. Educational Research Review, 22(1), 142-158. doi: 10.1016/j.edurev.2017.09.003

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.