Page 21 - Getting the Picture Modeling and Simulation in Secondary Computer Science Education

incorporating thought processes that utilize abstraction, decomposition, 1 algorithmic design, evaluation, and generalizations” — thus emphasizing those
steps of CT problem-solving process which express the original problem in computational terms and interpret the computational solution in the domain
where the problem originates (Barendsen & Bruggink, 2019).
The discussion about the precise definition of CT is still going on (Grover &
Pea, 2018; Guzdial, 2018) and there are many authors who express their vision about the importance of CT and the definition as they see it (Allan et al., 2010; Caspersen & Nowack, 2013b; Fletcher & Lu, 2009; Henderson, 2009; Hu, 2011; Kafai & Burke, 2013; Malyn-Smith et al., 2018; Wing, 2006, 2008, 2014).
However, not everyone is convinced about the idea of CT. Some authors are troubled by the lack of consensus on a precise definition of CT and the unresolved question on how exactly is CT different from, for example, mathematical thinking (Jones, 2011) or problem solving (Glass, 2006). Hemmendinger (2010) warns not to get carried away with the newest fad and says many elements of CT are not unique or exclusively reserved for CS. Denning (2009) agrees and sees another problem with CT: that it might be seen as characterization of CS, which is most definitely not the case in his view; “Computational thinking is one of the key practices of computer science. But it is not unique to computing and is not adequate to portray the whole of the field.” Then, together with Tedre (2016), he goes on to examine a number of threats to CT initiatives, as so does Guzdial (2015) from a practical point of view.
1.1.2 Instructional Approach and Assessment
Regardless of the critical sounds, CT has gained a huge momentum and there are many initiatives to weave it into the school curricula. The idea that CS education — which could arguably be considered a natural habitat for CT — and more specifically, various forms of programming education — could contribute to the development of students’ CT is very common (Bers et al., 2014; Davies, 2008; Gouws et al., 2013a; Grover, 2011; Howland et al., 2009; Kafai et al., 2013; C. C. Selby, 2014; Walden et al., 2013; Weintrop & Wilensky, 2013). However, Lu & Fletcher (2009) add that, conversely, students proficient in CT might be more inclined to major in CS and there are even initiatives to teach a CT for CS course to students without prior CS knowledge (Kafura & Tatar, 2011).
Looking from a different perspective, since CT can form a bridge between CS and an application domain, there are numerous suggestions to employ CT
Introduction
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