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

dc.contributor.authorPalop, Belén
dc.contributor.authorDíaz Fernández, Irene 
dc.contributor.authorRodríguez Muñiz, Luis José 
dc.contributor.authorSantaengracia, Juan José
dc.date.accessioned2025-01-23T09:10:15Z
dc.date.available2025-01-23T09:10:15Z
dc.date.issued2025-01-22
dc.identifier.citationEducation and Information Technologies (2025); doi:10.1007/s10639-024-13297-4
dc.identifier.issn1573-7608
dc.identifier.urihttps://hdl.handle.net/10651/76313
dc.description.abstractIn 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.sponsorshipThis 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.sponsorshipOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.
dc.description.sponsorshipOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.
dc.language.isoengspa
dc.relation.ispartofEducation and Information Technologiesspa
dc.rightsCC Reconocimiento 4.0 Internacional*
dc.rights© The Author(s) 2025
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectComputational thinkingspa
dc.subjectComputer science educationspa
dc.subjectDataspa
dc.subjectK-12 educationspa
dc.subjectMathematics educationspa
dc.titleRedefining computational thinking: A holistic frameworkand its implications for K‑12 educationspa
dc.typejournal articlespa
dc.identifier.doi10.1007/s10639-024-13297-4
dc.relation.projectIDinfo: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.projectIDinfo: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.publisherversionhttps://doi.org/10.1007/s10639-024-13297-4
dc.rights.accessRightsopen accessspa
dc.type.hasVersionVoRspa


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