Developing a Framework for Computational Thinking from a Disciplinary Perspective

This paper describes progress towards the development of a Framework for Computational Thinking (CT) from a Disciplinary Perspective. The work aimed at discovering how CT can be encouraged, taught and practiced within disciplines throughout primary and secondary education. It identifies an initial set of “elements” describing CT practices that bridge learning and working in highly sophisticated STEM environments and shares examples of these practices used by STEM professionals at work and developed by students in schools. It is hoped that this paper will provoke dialogue among educators advocating for CT as a core skill for all and will contribute to breakthroughs in thinking about how CT should be learned and assessed in and out of school.

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