Literacy and computational thinking in educational contexts: contributions from critical and situated approaches
The development of computational thinking (CT) skills is considered fundamental to Computer Science (CS) pedagogy. While there are differences regarding what CT might encompass and what its specific elements are, various authors agree that it is a central analytical thinking skill for all sciences....
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
IRICE (CONICET-UNR)
2025
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2092 |
| Aporte de: |
| Sumario: | The development of computational thinking (CT) skills is considered fundamental to Computer Science (CS) pedagogy. While there are differences regarding what CT might encompass and what its specific elements are, various authors agree that it is a central analytical thinking skill for all sciences. Similarly, several authors point out that the cognitive approach to CT has been the dominant and largely unchallenged paradigm in the most recent wave of computing education initiatives from preschool to secondary school. However, the importance of broadening definitions has been highlighted to understand how CT can become a central element in promoting educationally relevant computational literacies. Given this situation, this paper presents the foundations that support critical and situated views of CT, and then identifies and analyzes proposals that have been developed from these frameworks in educational contexts. This is expected to contribute to the field of science teaching, highlighting proposals and approaches that reflect the complexity of the disciplinary field in a highly digitalized sociocultural context, where CT is essential. |
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