Future of Computing Education, Part 7 - Computational Thinking May 11, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , trackbackThis presentation was given by Quintin Cutts from Glasgow University, who is developing an initiative called “Computing Science… Inside” for schools. Full details of which are on the website:
He started off his presentation by talking about initiatives. Firstly, suggesting we need a genuine website that acts as a computing science portal in Scotland. Secondly, he asked whether we can affect and question the current thinking of Curriculum for Excellence. Our aim must be to influence change in Scotland – If Microsoft are coming out and saying “it’s not okay” then we know we are in trouble!
Computing Science … inside
Quintin went on to talk about his CSI project in more detail. The rationale was that pupils found ICT boring and didn’t take computing at Standard Grade because they did not see the difference or relevance.
CSI consists of workshops built around key concepts. They work like this:
- A real life form is selected (eg ask kids about MSN)
- A concept is then worked with (from worksheets to running around)
- The reflection on this brings forward the concept to pupils
- It’s relevance to everyday life is thus illustrated. All this equals…
- … Computer Science.
Further information and materials are available on the website given above.
To me, it certainly looked like an interesting and fun concept. Other subjects already use roadshows and workshops to get their message across, so we can maybe learn something here. I know Edinburgh University is looking at a similar project.
Computational Thinking (J Wing)
Quintin then went on to the main focus of his presentation – introducing us to the theory of Computational Thinking.
Jeannette Wing, an American Computer Scientist, has theorised that this is a modern way of thinking that is universally applicable, derived from the Computer Science domain, and should be taught as a 4th ‘R’ !
There are a number of themes to computational thinking, which are explained in a paper on the web: Computational Thinking (Wing, J. 2005. CMU). Broadly speaking, the themes are:
- Problem Solving approach
- Abstraction and decomposition
- Parallel Processing (eg a supermarket queue)
- Evaluation of correctness, efficiency, aesthetics
- Caching / prefetching (a kid’s schoolbag?)
What is Computational Thinking
Computational Thinking, her paper argues is about conceptualising, not programming. It is about fundamental understanding, not rote skill. It complements and combines Maths and Engineering thinking. It’s applicable to everyone, everywhere.
Her Message
“Intellectually challenging and engaging science problems remain to be understood and solved”
“One can major in Computer Science and do anything”
Other resources
Quintin mentioned two other resources that may be of interest:
- “Computer Science Unplugged” Book. Unable to locate just now – can anyone help?
- CS4FN website – London.
Suggestions
Quintin began summarising by giving us his suggestions about what we need to do in schools. Firstly, we need to invert the courses, giving pupils the ‘wake up call’ first, i.e. explain the concepts then build on the skills and technology. He also suggested the we must separate the science from the technology and make the divide obvious.
Summary
- ICT is wholesale training, it is not education (boy, do I like this comment!!!)
- We need to get across importance of computer science
- We need to show the wonder and awe of computers
- It is a privilege to be a computer scientist
- The technology and our work changes lives
An excellent summary, I thought!
Comments»
Since we can’t get computers to think like humans, lets get humans to think like computers??? That will solve the AI problem…
With this “computational thinking” there doesn’t seem to be any sort of feedback loop required, which is generally a part of the learning verification process.
Is it possible that Ms. Wing is so entrenched in the computer education industry mindset that she has lost sight of the human mindset factor? That is humans are the creators of computers and that thinking like a computer (which is programmed by humans) is to demote oneself from being the creator they are to being the created (and in the proprietary illusion, owned by another)?
Microsoft is not known for educating the end users as is indirectly but certainly evidenced by the numerious anti-trust suits against it. Have they suddenly changed? I don’t see any evidence of that.
I believe it would be better and easier to address the education of the population first with the knowledge of what enables people to create and use abstractions. To improve the populations self awareness through the use of the abstraction machines we call computers. There is an identifiable and definable set of action constants that are unavoidable. Everyone uses them all the time. To make these actions available in the form of a computer configuration of functionality, would then enable anyone to objectively (as opposed to our inherent subjectively of ourselves) apply these “mechanics” and enable a feedback loop.
Its not geeky to use the tools we have to better understand ourselves that we may improve ourselves and succeed better in our interest, regardless of which field(s) our interest is in.
“Computational Thinking” is secondary to first understanding the mechanics of how we create and use abstractions. That which is “abstraction physics”
http://threeseas.net/abstraction_physics.html
Just as learning advanced math requires learning the numbering symbols and what they mean and basic addition, so is it with abstractions, only we have been using abstractions since we were babies and without really paying attention to the gears and bearing that enable it.
I do wonder just how much of these “computational thinking” concepts we were using before computers came about? Prior art that’s not under the term “computational thinking”?
Mark, In case you haven’t tracked this down yet. Here is a link to Tim Bell’s computer science unplugged.
http://csunplugged.com/