Computational Thinking: Conceptual Overview of Components Inherent to Programming in School Settings

Computational Thinking: Conceptual Overview of Components Inherent to Programming in School Settings

• Simon Parent, Université de Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2022.651

Résumé

This article offers a brief conceptual portrait of computational thinking, a concept that is highly recurrent in the literature and that is subject to numerous interpretations. A non-exhaustive review of the literature has therefore allowed us to clarify what computational thinking is, while specifying the role of many other related concepts evoked in the works of the authors studied: algorithmic thinking, abstraction, etc. The presentation of integrative models offers an interesting and synthetic perspective on this phenomenon that is becoming more and more widespread in the educational field.

Abstract

This article offers a brief conceptual portrait of computational thinking, a concept that is highly recurrent in the literature and that is subject to numerous interpretations. A non-exhaustive review of the literature has therefore allowed us to clarify what computational thinking is, while specifying the role of many other related concepts evoked in the works of the authors studied: algorithmic thinking, abstraction, etc. The presentation of integrative models offers an interesting and synthetic perspective on this phenomenon that is becoming more and more widespread in the educational field.