Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Computing and Information Technology
In this digital age, being computer literate and having computer science skills are essential, especially since most real-life solutions are technology-driven. Many K-12 and higher education institutions, states, and countries incorporate computational thinking (CT) into their curriculum. Although Wing describes CT as a problem-solving approach that utilizes fundamental computing concepts, which is applicable not only for scientists but everyone, most of the computational thinking instructional approaches are related to computer programming. Unfortunately, it is also unclear whether people use CT when solving non-programming problems. This study aims to answer two research questions: (1) In what ways do students use computational thinking skills when solving non-programming problems if any?; and (2) If students use CT when solving non-programming problems, in what ways do their approaches differ from computer science students? We conducted a qualitative multiple within-site case study research with three units of analysis. We recruited two students from computer science, a civil engineering student, an instructional design student, and an art student as cases, and asked them to think aloud while solving three problems. The collected think aloud data was transcribed and qualitatively coded to identify various CT skills. Our preliminary analysis of a computer science student and an art student reveals that they used various CT skills when solving all problems, and the application of CT skills was influenced by their background, experiences, and goals. Furthermore, we found that the art student was capable of utilizing various CT skills despite her lacked prior exposure to CS or CT, which shed new light on the nature of CT.
Febrian, A., & Lawanto, O., & Peterson-Rucker, K., & Melvin, A., & Guymon, S. E. (2018, June), Does Everyone Use Computational Thinking?: A Case Study of Art and Computer Science Majors Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30344
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015