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Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions

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Title: Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions
Language: English
Authors: Gutiérrez-Núñez, Sandra Erika (ORCID 0000-0002-4246-620X), Cordero-Hidalgo, Aixchel (ORCID 0000-0001-9927-0972), Tarango, Javier (ORCID 0000-0002-0416-3400)
Source: Contemporary Educational Technology. 2022 14(3):367.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Knowledge Level, Communication (Thought Transfer), Computation, Thinking Skills, Elementary Secondary Education, Cognitive Processes, Educational Practices, Intervention
ISSN: 1309-517X
Abstract: This article analyzes the way in which educators and researchers have pronounced themselves for incorporating computer programming in the K-12 curricula (basic and secondary education), recognizing its cognitive benefits in those who practice it, which can be useful in contexts other than computing, by influencing the development of higher order thinking skills and problem solving, both concepts integrated in the so-called computational thinking (CT). The proposal includes the vision of various authors, who conclude that the transfer of cognitive programming skills does not happen correctly given the prevalence of educational interventions designed under the belief that it occurs as an automatic and spontaneous process. The structure of the article is made up of three fundamental aspects: (1) historical account of the definition of knowledge transfer (KT), its main theoretical and classificatory taxonomies; (2) integration of existing definitions on CT and the way in which the formulation of various study plans in different countries has resulted; and (3) the investigation of different challenges and implications present in the CT, as well as recommendations for its improvement, taking as a reference the results of experiments carried out in different academic fields, proposed in order to strengthen both the KT as well as the CT.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351385
Database: ERIC
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  Data: Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions
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  Data: <searchLink fieldCode="AR" term="%22Gutiérrez-Núñez%2C+Sandra+Erika%22">Gutiérrez-Núñez, Sandra Erika</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4246-620X">0000-0002-4246-620X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cordero-Hidalgo%2C+Aixchel%22">Cordero-Hidalgo, Aixchel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9927-0972">0000-0001-9927-0972</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tarango%2C+Javier%22">Tarango, Javier</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0416-3400">0000-0002-0416-3400</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Educational+Technology%22"><i>Contemporary Educational Technology</i></searchLink>. 2022 14(3):367.
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+%28Thought+Transfer%29%22">Communication (Thought Transfer)</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
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  Data: This article analyzes the way in which educators and researchers have pronounced themselves for incorporating computer programming in the K-12 curricula (basic and secondary education), recognizing its cognitive benefits in those who practice it, which can be useful in contexts other than computing, by influencing the development of higher order thinking skills and problem solving, both concepts integrated in the so-called computational thinking (CT). The proposal includes the vision of various authors, who conclude that the transfer of cognitive programming skills does not happen correctly given the prevalence of educational interventions designed under the belief that it occurs as an automatic and spontaneous process. The structure of the article is made up of three fundamental aspects: (1) historical account of the definition of knowledge transfer (KT), its main theoretical and classificatory taxonomies; (2) integration of existing definitions on CT and the way in which the formulation of various study plans in different countries has resulted; and (3) the investigation of different challenges and implications present in the CT, as well as recommendations for its improvement, taking as a reference the results of experiments carried out in different academic fields, proposed in order to strengthen both the KT as well as the CT.
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        PageCount: 13
        StartPage: 367
    Subjects:
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Communication (Thought Transfer)
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      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Educational Practices
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      – SubjectFull: Intervention
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