Analysis of "computational thinking": An educational approach

Abstract

The term "computational thinking" emerged fifteen years ago and has become a world-wide popular tendency in the pre-university educational scope. Its looseness makes difficult to hold a debate on its curricular role, a lack which is especially severe in Spain. The article aims at contributing to clarify the meaning of "computational thinking" and its educational implications. We conducted a qualitative content analysis, using the definitions provided by a selection of outstanding authors and institutions as primary materials. Three aspects were analyzed: Definition, features and elements, and scope of knowledge. We have found two common components in the definitions analyzed: The reference to a "mental activity" and the inclusion of programming skills. However, they differ in the inclusion of other elements, which can be classified as knowledge, attitudes or competences. The article discusses the consequences of a definition based on a "mental activity" rather than educational constructs. We conclude that the debate on pre-university computing education should be based on a more precise terminology, as well as on the current body of knowledge in pedagogy, computing and didactics of computing.