Computational Thinking

Besides having fun during the "Kids can Code" Summer Workshop and creating Animations, Interactive stories and Games, pupils will learn about the principals of Computational Thinking.

 

COMPUTATIONAL THINKING

The definition of computational thinking involves three key dimensions: (1) knowing certain computational concepts, (2) being able to employ those concepts using computational practices, and (3) developing new computational perspectives, an awareness of self, others, and world.

 

COMPUTATIONAL CONCEPTS

Concept Description
sequence identifying a series of ordered steps for a task
loops running the same sequence multiple times
parallelism making things happen at the same time
events one thing causing another thing to happen
conditionals making decisions based on conditions
operators support for mathematical and logical expressions
data storing storing, retrieving and modification of data
synchronization passage and receipt of messages between application scripts
design development of user-friendly and intuitive layouts

 

COMPUTATIONAL PRACTICES

Practice Description
experimenting and iterating developing a little bit, then trying it out, then developing more
testing and debugging making sure things work – the identification, location, and elimination of programming errors, or bugs
reusing and remixing making something by building on existing projects or ideas
abstracting and modularizing exploring connections between the whole and the parts

 

 COMPUTATIONAL PERSPECTIVES

Perspective Description
expressing realizing that computation is a medium of creation
“I can create.”
connecting recognizing the power of creating with and for others
“I can do different things when I have access to others.”
questioning feeling empowered to ask questions about the world
 “I can (use computation to) ask questions to make sense of
(computational things in) the world.”
credits: http://scratched.gse.harvard.edu

Growing creators

Growing creators (part 1 - The steps of learning)

Growing creators (part 2 - The tools to reinforce learning)