Skip to main content
SpringerLink
Log in

Computational Thinking: Toward a Unifying Definition

  • Chapter
  • First Online:
Competencies in Teaching, Learning and Educational Leadership in the Digital Age

Abstract

This chapter reviews the current state of Computational Thinking (CT)—an idea that promotes the use of computer science concepts to enhance problem solving in various subject domains. Although millions of dollars have been spent promoting CT, our review revealed that in spite of various studies on the application of CT and the pedagogical promise, few studies have sought to operationalize the term “Computational Thinking” for curriculum or assessment. We conducted a Delphi study to gain consensus among experts in CT to formalize a definition and clarify the latent educational possibilities. The results of the Delphi study are reviewed followed by a discussion for future directions of Computational Thinking research.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Barr, D., Harrison, J., & Conery, L. (2011). Computational thinking: A digital age skill for everyone. Learning & Leading with Technology, 38(6), 20–23.

    Google Scholar 

  • Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Proceedings of the 2012 Annual Meeting of the American Educational Research Association. Vancouver, BC, Canada.

    Google Scholar 

  • Clements, D. H., & Battista, M. T. (1990). The effects of logo on children’s conceptualizations of angle and polygons. Journal for Research in Mathematics Education, 21(5), 356–371.

    Article  Google Scholar 

  • de Corte, E., & Verschaffel, L. (1986). Effects of computer experience on children’s thinking skills. Journal of Structural Learning, 9, 161–174.

    Google Scholar 

  • Denning, P. J. (2009). The profession of IT: Beyond computational thinking. Communications of the ACM, 52(6), 28–30. doi:10.1145/1516046.1516054.

    Article  Google Scholar 

  • Feurzeig, W., Papert, S., Bloom, M., Grant, R., & Solomon, C. (1970). Programming-languages as a conceptual framework for teaching mathematics. SIGCUE Outlook, 4(2), 13–17. doi:10.1145/965754.965757.

    Article  Google Scholar 

  • Grover, S., & Pea, R. (2013). Computational thinking in K—12: A review of the state of the field. Educational Researcher, 42(1), 38–43. doi:10.2307/23360476.

    Article  Google Scholar 

  • Linstone, H. A. & Turoff, M. (Eds.). (2002). The Del-phi method: Techniques and applications. Retrieved from http://is.njit.edu/pubs/delphibook/delphibook.pdf.

  • Palumbo, D. B. (1990). Programming language/problem-solving research: A review of relevant issues. Review of Educational Research, 60(1), 65–89. Retrieved from JSTOR.

    Article  Google Scholar 

  • Pea, R. D., & Kurland, D. M. (1984). On the cognitive effects of learning computer programming. New Ideas in Psychology, 2(2), 137–168.

    Article  Google Scholar 

  • Repenning, A., Webb, D., & Ioannidou, A. (2010). Scalable game design and the development of a checklist for getting computational thinking into public schools. Proceedings of the 41st ACM technical symposium on computer science education (pp. 265–269).

    Google Scholar 

  • Rich, P., Bly, N., & Keith, L. (2014). Beyond cognitive increase: Investigating the influence of computer programming on perception and application of mathematical skills. Journal of Computers in Mathematics and Science Teaching, 33(1), 103–128.

    Google Scholar 

  • Rich, P. J., Leatham, K. R., & Wright, G. A. (2013). Convergent cognition. Instructional Science, 41(2), 431–453. doi:10.1007/s11251-012-9240-7?LI=true#page-1.

    Article  Google Scholar 

  • Soloway, E., Lochhead, J., & Clement, J. (1982). Does computer programming enhance problem solving ability? Some positive evidence on algebra word problems. In R. J. Seidel, R. E. Anderson, & B. Hunter (Eds.), Computer literacy (pp. 171–185). New York: Academic.

    Google Scholar 

  • Wilkins, J. L. M., & Ma, X. (2003). Modeling change in student attitude toward and beliefs about mathematics. The Journal of Educational Research, 97(1), 52–63.

    Article  Google Scholar 

  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49, 33–35.

    Article  Google Scholar 

  • Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725. doi:10.1098/rsta.2008.0118.

    Article  Google Scholar 

  • Wing, J. M. (2011). Computational thinking. Presentation given at bi-annual OurCS conference. Pittsburg, PA: Carnegie Mellon University. Retrieved from http://csta.acm.org/Curriculum/sub/CurrFiles/WingCTPrez.pdf.

    Google Scholar 

  • Wright, G., Rich, P. J., & Leatham, K. (2012). How programming fits with technology education curriculum. Technology and Engineering Teacher, 71(3), 3–9.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Instructional Psychology and Technology, Brigham Young University, 150-K MCKB, Provo, UT, 84602, USA

    Peter J. Rich & Matthew B. Langton

Authors
  1. Peter J. Rich
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Matthew B. Langton
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Peter J. Rich .

Editor information

Editors and Affiliations

  1. University of North Texas , DENTON, Texas, USA

    J. Michael Spector

  2. Deakin University, Melbourne, Victoria, Australia

    Dirk Ifenthaler

  3. Curtin University, School of Education Curtin University, Perth, West Australia, Australia

    Demetrios G. Sampson

  4. Universidade Aberta (Portuguese Open University), Lisbon, Portugal

    Pedro Isaias

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Rich, P.J., Langton, M.B. (2016). Computational Thinking: Toward a Unifying Definition. In: Spector, J., Ifenthaler, D., Sampson, D., Isaias, P. (eds) Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-319-30295-9_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-30295-9_14

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-30293-5

  • Online ISBN: 978-3-319-30295-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation