It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

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Computational Thinking 計算論的思考

Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert is credited as concretising Computational Thinking in 1980 but since Wing popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist. Overall it was found in this review that, although there is a lot of work currently being done around the world in many different educational contexts, the work relating to CT is still in its infancy. Along with the need to create an agreed-upon definition of CT lots of countries are still in the process of, or have not yet started, introducing CT into curriculums in all levels of education. It was also found that Computer Science/Computing, which could be the most obvious place to teach CT, has yet to become a mainstream subject in some countries, although this is improving. Of encouragement to educators is the wealth of tools and resources being developed to help teach CT as well as more and more work relating to curriculum development. For those teachers looking to incorporate CT into their schools or classes then there are bountiful options which include programming, hands-on exercises and more. The need for more detailed lesson plans and curriculum structure however, is something that could be of benefit to teachers.

Computational Thinking in Education: Where does it fit?A systematic literary review

Computational thinking has been recognized as a collection of understandings and skills required for new generations of students not only proficient at using tools, but also at creating them and understanding the implication of their capabilities and limitations. This study proposes the combination of modeling and simulation practices along with disciplinary learning as a way to synergistically integrate and take advantage of computational thinking in engineering education. This paper first proposes a framework that identifies different audiences of computing and related computational thinking practices at the intersection of computer science and engineering. Then, based on a survey with 37 experts from industry and academia, this paper also suggests a series of modeling and simulation practices, methods, and tools for such audiences. Finally, this paper also reports experts’ identified challenges and opportunities for integrating modeling and simulation practices at the undergraduate level. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:62–78, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21779

Modeling and simulation practices for a computational thinking-enabled engineering workforce

Design and implementation of a remote lab for teaching programming and robotics

After a lengthy debate within the scientific community about what constitutes the problem solving approach of computational thinking (CT), the focus shifted to enable the integration of CT within compulsory education. This publication strives to focus the discussion and enable future research in an educational setting with a strong focus on the Austrian circumstances and the goal to allow wide international adoption later on. Methodically, a literature review was conducted to gain knowledge about the current strands of research and a meta study to show the diversity of proposed and materialized studies. Three main questions were answered, establishing that CT as an idea is rooted in scientific literature dating back to the 1980s and grew in popularity after Wing introduced the concept to a broader audience. A number of authors contributed to the current state of the field, with the most cited review coming from Grover and Pea. The challenge to integrate CT in curricula around the world was met by many experiments and case studies but without a conclusive framework as of yet. Ultimately, this paper determines that expert integration is a blank spot in the literature and aims to create a strong, inclusive path to CT education by inviting practitioners.

https://www.mdpi.com/1999-5903/11/12/263/pdf

The Missing Link to Computational Thinking

Computational Thinking is a core capability for most engineers. The term summarizes a set of skills needed to transform real-life challenges into problems that can be solved with the help of a computer and to apply computer-based solutions to questions at hand. This mindset is fundamental to almost every engineering task.

Fostering computational thinking in engineering education: Challenges, examples, and best practices

In this paper, we share our experience in using an innovative approach of teaching Engineering Science established by the French Ministry of Education for the French national preparatory classes for grandes ecoles. The engineering science curriculum has moved from theoretical-based teaching into an engineering workflow-based style that considers engineering skills as an integrated part of the learning outcome. The approach makes use of simulation tools and experimentation on real systems. We will show how this new approach not only enhanced students' learning and confidence in their skills but also how it successfully impacted the selection process for getting into engineering schools.

Joachim Schlosser

Papers

Fostering computational thinking in engineering education: Challenges, examples, and best practices

Integrating engineering workflow at early stages of higher education the French example