Computational Thinking in Problem Based Learning – Exploring the Reciprocal Potential

Abstract

This paper presents the initial insights from a study in which we explored the relation between computational thinking (CT) and problem-based learning in higher education. CT skills are increasingly recognized as a necessity to all lines of study, as they not only facilitate digital proficiency, but potentially also a sense of computational empowerment and an ability to take a critical and constructive approach to applying computers when solving complex problems. The distinct focus on higher education is routed in theoretical as well as empirically based challenges, as this particular group of learners for the vast majority have started their education in a mainly analogue learning setting, yet now face employments with a much stronger demand for digital competences. The discussions presented in this paper takes its point of departure in the Aalborg PBL-model.