Computational Thinking - A Practical Guide to Teaching Computing and ICT in the Secondary School - page 93

Chapter 5

Computational Thinking

ANDREW CONNELL AND ANTHONY EDWARDS

INTRODUCTION
In this chapter we will examine:

• What is Computational Thinking?
• Computational Thinking and the Curriculum
• Why Computational Thinking is considered to be important
• The key concepts of Computational Thinking (Decomposition, Pattern
Recognition, Pattern Generalisation, Abstraction)
• Teaching Computational Thinking.

By the end of this chapter you should be able to:

• Explain what is meant by Computational Thinking in the context of secondary
education
• Understand the evolution of Computational Thinking and its place within the
curriculum
• Understand why it is considered to be important
• Teach Computational Thinking and the key concepts that underpin it,
including Decomposition, Pattern Recognition, Pattern Generalisation and
Abstraction, using contexts across the curriculum
• Link your teaching to real-world applications of Computational Thinking.

Challenges
From September 2014, teaching Computational Thinking is a requirement in
England from Key Stage One to the end of Key Stage Four. This poses a number of
challenges to the teacher. One challenge is that there is particular terminology
associated with Computational Thinking, which the teacher and pupils need to
understand and use. Another is that some pupils will only associate this with the
subject of Computing unless we can show them its relevance across subjects. Some
pupils will find logical thinking difficult and will need support.