Quale visione educativa del Computational Thinking? Una prospettiva di ricerca ancora aperta
Mónica Banzato · FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione · 2016
Computational thinking has recently been introduced by the Educational Reformof La Buona Scuola, scheduled to begin in primary schools (diffusion hasalready occurred in most European countries and others in the developedworld). The addition of this new competence is considered a literacy essentialwhich 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 addressedare: What is the definition of computational thinking? Why has computationalthinking now assumed a central role in education from primary schoolthrough university? Which educational vision of computational thinking forchildren 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.