dc.contributor.author | Palop, Belén | |
dc.contributor.author | Díaz Fernández, Irene | |
dc.contributor.author | Rodríguez Muñiz, Luis José | |
dc.contributor.author | Santaengracia, Juan José | |
dc.date.accessioned | 2025-01-23T09:10:15Z | |
dc.date.available | 2025-01-23T09:10:15Z | |
dc.date.issued | 2025-01-22 | |
dc.identifier.citation | Education and Information Technologies (2025); doi:10.1007/s10639-024-13297-4 | |
dc.identifier.issn | 1573-7608 | |
dc.identifier.uri | https://hdl.handle.net/10651/76313 | |
dc.description.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. | spa |
dc.description.sponsorship | This research has been partially funded by:
• JJS: The Ministry of Universities of Spain (Grant FPU21/05874), by Ministerio de Ciencia e Inno-
vación of Spain (Project PID2022-139886NB-I00).
• ID: The project with code PID2022-139886NB-I00 by Ministerio de Ciencia e Innovación of Spain.
• JJS and LJRM: The project PID2021-122180OB-100 by Ministerio de Ciencia e Innovación of
Spain. Authors belong to MTSK network | |
dc.description.sponsorship | Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. | |
dc.description.sponsorship | Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. | |
dc.language.iso | eng | spa |
dc.relation.ispartof | Education and Information Technologies | spa |
dc.rights | CC Reconocimiento 4.0 Internacional | * |
dc.rights | © The Author(s) 2025 | |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Computational thinking | spa |
dc.subject | Computer science education | spa |
dc.subject | Data | spa |
dc.subject | K-12 education | spa |
dc.subject | Mathematics education | spa |
dc.title | Redefining computational thinking: A holistic frameworkand its implications for K‑12 education | spa |
dc.type | journal article | spa |
dc.identifier.doi | 10.1007/s10639-024-13297-4 | |
dc.relation.projectID | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2022-139886NB-I00/ES/HERRAMIENTAS DE APOYO A LA TOMA DE DECISIONES PARA EL ANALISIS DE DATOS BAJO IMPRECISION O INCERTIDUMBRE/ | spa |
dc.relation.projectID | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2021-122180OB-I00/ES/CONOCIMIENTO ESPECIALIZADO EN LA FORMACION DEL PROFESORADO DE MATEMATICAS: TAREAS Y CONOCIMIENTO DEL FORMADOR/ | |
dc.relation.publisherversion | https://doi.org/10.1007/s10639-024-13297-4 | |
dc.rights.accessRights | open access | spa |
dc.type.hasVersion | VoR | spa |