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Computational Thinking and Metacognition

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Abstract

Since Wing Communications of the ACM, 49, 33–35, (2006) popularized computational thinking (CT) as a skill for every student, it has gained significant traction as an approach to bring computer science tools and practices into K-12 classrooms. At the same time, teachers often see the relevance of CT as a tool to introduce problem solving and thinking strategies in the classroom. Despite the increasing use of CT in K-12, questions remain about its role in supporting teaching and learning of disciplinary ideas. While CT can be used to bring computer science to all students, we believe that it can serve a bigger purpose to explicitly teach metacognitive strategies, which play a significant role in academic outcomes. In the paper, we discuss the connections between CT and metacognition and how CT could support the development of metacognition in K-12 classrooms.

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  1. https://ct4edu.org/

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Authors and Affiliations

  1. Michigan State University, East Lansing, MI, USA

    Aman Yadav & Ceren Ocak

  2. Robin Hood Learning + Technology Fund, New York City, NY, USA

    Amber Oliver

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  1. Aman Yadav
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  2. Ceren Ocak
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  3. Amber Oliver
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Correspondence to Aman Yadav.

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Yadav, A., Ocak, C. & Oliver, A. Computational Thinking and Metacognition. TechTrends 66, 405–411 (2022). https://doi.org/10.1007/s11528-022-00695-z

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