Exploring Issues About Computational Thinking in Higher Education

Betul C. Czerkawski, Eugene W. Lyman

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

The term computational thinking (CT) has been in academic discourse for decades, but gained new currency in 2006, when Jeanette Wing used it to describe a set of thinking skills that students in all fields may require in order to succeed. Wing’s initial article and subsequent writings on CT have been broadly influential; experts in computational thinking have started developing teaching and leadership materials to support integration of CT across the K-12 curriculum. Despite interest at the K-12 level, however, outside of computer science and other science, technology, engineering and mathematics (STEM) fields there has been less interest in –and research conducted on– the potential of CT in higher education. The purpose of this paper is to review the current state of the field in higher education and discuss whether CT skills are relevant outside of STEM fields.

Original languageEnglish (US)
Pages (from-to)57-65
Number of pages9
JournalTechTrends
Volume59
Issue number2
DOIs
StatePublished - Mar 1 2015

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Education
Curricula
Computer science
education
Teaching
Students
mathematics
engineering
Other Sciences
STEM (science, technology, engineering and mathematics)
computer science
currency
expert
leadership
curriculum
discourse
science
student

Keywords

  • Computational thinking
  • higher education
  • STEM learning

ASJC Scopus subject areas

  • Computer Science (miscellaneous)

Cite this

Exploring Issues About Computational Thinking in Higher Education. / Czerkawski, Betul C.; Lyman, Eugene W.

In: TechTrends, Vol. 59, No. 2, 01.03.2015, p. 57-65.

Research output: Contribution to journalArticle

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