The Role of Computational Thinking and Critical Thinking in Problem Solving in a Learning Environment.
Saved in:
| Title: | The Role of Computational Thinking and Critical Thinking in Problem Solving in a Learning Environment. |
|---|---|
| Authors: | Buckley, Sheryl1 bucklsb@unisa.ac.za |
| Source: | Proceedings of the European Conference on e-Learning (ECEL). 2012, p63-70. 8p. |
| Subject Terms: | *Problem solving, *Critical thinking, *Cognitive Strategy Instruction, *Information processing, Numerical analysis |
| Abstract: | For the last three decades a great deal of research has been committed to problem solving. Wherever numerical problems are involved from the simple 2 + 3 to complex numerical analysis, technological tools (from a simple calculator to sophisticated computers) have been developed to assist the problem solver to deal with the problem effectively and efficiently. Gone are the logarithmic tables and slide rules. However, it is the human mind in the end that has to be applied in a problematic situation and solve the problem. Its capacity to solve the problem is directly related to the knowledge stored in the mind. Knowledge is the product of thinking. But thinking can vary from a very simple and mundane thought to a very sophisticated and complex one (McPeck, 1981). The nature of the problem dictates the level of thinking. Higher-order thinking can be conceptualised as nonalgorithmic, complex mode of thinking that often generates multiple solutions. Such thinking involves uncertainty, application of multiple criteria, reflection, and self-regulation. On the other hand, lower-order thinking could be considered to be one that requires minimum cognitive effort and it is algorithmic. In an attempt by humans to duplicate the power of the mind, Herbet Simon saw thinking as information-processing (McGuinness, 1993) resulting in computers taking over in a manner of 'thinking machines'. McGuinness (1993) also saw thinking as making judgements and sense-making. Making judgements is directly related to critical thinking. Critical thinking has its roots in the ancient Greek philosopher, Socrates, who perfected the art of questioning, who, by asking pertinent questions he would show that "people could not rationally justify their confident claims of knowledge". The importance of critical thinking is one of the seven educational critical outcomes together with problem solving a notion supported by many authors (Halpern, 2003; Pascarella & Terenzini, 1991; Brookfield, 1987; Martinez, 2007; McPeck, 1981; Williams, 2005). The complexity of critical thinking is evident from the fact that there is no definition that is universally accepted. However, a great number of critical thinking skills have been identified and agreed upon by many authors. Some of these skills are: analysis and synthesis, making judgements, decision making, drawing warranted conclusions and generalisations. Critical thinking is thus considered as a prerequisite to problem solving. However, when computers are used in the problem solving situation, the need for computational thinking is another pre-requisite. Computational thinking has been coined by J. Wing (2006) and broadly speaking it describes a set of thinking skills that are integral to solving complex problems using a computer. The relationship between computational thinking and critical thinking, two modes of thinking in solving problems has not yet been established. This paper aims at shedding some light into this relationship. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
