Computational thinking for youth in practice
Irene A. Lee, Fred G. Martin, Jill Denner, Bob Coulter, Walter C. Allan, Jeri Erickson, Joyce Malyn‐Smith, Linda Werner · ACM Inroads · 2011
Computational thinking (CT) has been described as the use of abstraction, automation, and analysis in problem-solving [3]. We examine how these ways of thinking take shape for middle and high school youth in a set of NSF-supported programs. We discuss opportunities and challenges in both in-school and after-school contexts. Based on these observations, we present a "use-modify-create" framework, representing three phases of students' cognitive and practical activity in computational thinking. We recommend continued investment in the development of CT-rich learning environments, in educators who can facilitate their use, and in research on the broader value of computational thinking.