This paper reports on initial findings of a study on developing computational thinking (CT) as a 21st Century skill. Extensive desktop research collecting evidences from the (academic and grey) literature has been complemented with a survey on policy documents and several semi-structured interviews with policy makers, researchers and practitioners involved in the implementation of relevant policy and grassroots initiatives to further understand the uptake of CT approaches in K-12 educational contexts. Preliminary findings from the literature review indicate that the debate on definitional issues remains open. Despite an increasing number of CT implementations in both formal and informal education settings, research still appears necessary on how CT skills develop in K-12 students, what pedagogical approaches can facilitate the effective introduction of CT concepts, and how the acquisition of CT skills should be assessed in practice.

BOCCONI Stefania;  CHIOCCARIELLO Augusto;  DETTORI Giuliana;  FERRARI Anusca;  ENGELHARDT Katja;  KAMPYLIS Panagiotis;  PUNIE Yves; 

2016-11-22

Association for the Advancement of Computing in Education (AACE)

JRC102384

978-1-939797-24-7,   

https://www.learntechlib.org/j/EDMEDIA/v/2016/n/1,    https://publications.jrc.ec.europa.eu/repository/handle/JRC102384,