Redefining computational thinking: A holistic frameworkand its implications for K‑12 education

Abstract

In the realm of K-12 Education, the growing significance of Computational Thinkinghas sparked extensive inquiry into its nature and instructional methodologies.Despite a wealth of literature on the subject, ongoing debates persist regarding itsfundamental components. Across global educational landscapes, ComputationalThinking is being incorporated into curricula with varying degrees of emphasis,ranging from robotics to computer coding to broader algorithmic problem-solvingapproaches. This article aims to reassess established definitions of ComputationalThinking and propose a nuanced understanding that highlights the necessity andimportance of data in contemporary problem-solving contexts. Additionally, wepresent a comprehensive framework aimed at cultivating Computational Thinkingskills in students, encompassing technical competencies alongside cognitive andmetacognitive processes. Subsequently, we offer (1) a refined definition emphasizingthe importance of data, (2) a comprehensive framework outlining essentialcomponents to foster Computational Thinking skills in students, and (3) a discussionof these concepts within the context of K-12 education.