Computational Thinking

Peter B. Henderson
(Moderator)
Department of Computer Science and
Software Engineering
Butler University
Indianapolis, IN 46208 (USA)
(317) 940-9513
[email protected]
Thomas J. Cortina
Computer Science Department
Carnegie Mellon University
Pittsburgh, PA 15213
(412) 268-3514
[email protected]


Jeannette M. Wing
Computer Science Department
Carnegie Mellon University
Pittsburgh, PA 15213
(412) 268-3068
[email protected]

Orit Hazzan
Department of Education in
Technology and Science
Technion Israel Institute of
Technology
Haifa 32000, ISRAEL
(9724) 829-3107
[email protected]




1. SUMMARY
Computational Thinking [1] is a universal metaphor of reasoning
used by both mankind and machines. From this perspective it has
the potential to be a comprehensive umbrella for capturing the
intrinsic nature of computing and conveying this in an
understandable way to students and the general public. It
represents a broad spectrum of reasoning across time and
disciplines. Learning to count is a beginning of human
computational thinking, followed naturally by arithmetic
computation and abstract levels of symbol based thinking, often
starting with algebra. Counting, arithmetic, symbols and abstract
thinking are fundamental to the study of computing.
Computational reasoning is the core of all modern Science,
Technology, Engineering and Mathematics (STEM) disciplines
and is intrinsic to all other disciplines from A to Z. It is used in
our everyday lives from baking a cake, changing a tire or brushing
our teeth. The human brain is wired to think computationally, as
are modern computing devices. As educators, a Computational
Thinking perspective can help us to convey fundamental
computing ideas to all students. This special session will outline
the principles of Computational Thinking, offer suggestions on
ways to promote Computational Thinking at all educational
levels, and provide ample time for audience participation and
discussion.
Categories and Subject Descriptors
K.3 [Computing Milieux]: Computer and Education
K.3.2 Computer and Information Science Education
General Terms
Design, Algorithms
Keywords
Computational Thinking
2. OBJECTIVES
There is general consensus that the poor public perception of
careers in computing impacts the attraction of talented students to
core computing majors. Much of this is due to the immaturity of
the discipline. If you ask 50 different computing professionals or
educators to describe the discipline, then you are likely to get 50
different answers, many of which might include the word
programming [2, 3]. People can look at the night sky to better
understand what an astronomer does, whereas using a computer,
cell phone, pda, etc. provides little insight into what a computing
professional does. One approach to addressing this is to educate
the general public about the varied facets of careers in computing
(e.g., computer science, software engineering, information
technology, information systems, computer engineering,
informatics, computer technician, database administrator, etc.).
An alternative approach is to capture the intrinsic nature of
computing in ways which are understandable to the general public
by making connections to ideas and concepts they are familiar and
comfortable with. Computational Thinking has this potential,
especially in the education of our young people.
This special session has the following primary objectives:
To convey the fundamental ideas underlying
Computational Thinking.
To present and discuss ways in which Computational
Thinking can impact education at both the pre-college
and college levels.
To examine a prototype first course founded on the
principles of Computational Thinking.
To give concrete ideas for curriculum reform building
on the Computational Thinking metaphor.

Copyright is held by the author/owner(s).
SIGCSE07, March 7-10, 2007, Covington, Kentucky, USA.
ACM 1-59593-361-1/07/0003.
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To discuss the general concept of Computational
Thinking and its potential for achieving the goals
presented in this special session description.
To discuss more effective ways to convey to the general
public, perspective students and their parents the true
nature of careers in computing.

3. OUTLINE OF THE SESSION
Computational Thinking (15 minutes), Jeannette Wing
will present the highlights of Computational Thinking
described in her CACM Viewpoint article [1].
Potential influence of Computational Thinking on K-12
Education (10 minutes), Peter Henderson will describe
how Computational Thinking might be integrated into
the existing K-12 curriculum to minimize disruption to
the curriculum and maximize the connections and
understanding of computing. Similar ideas are currently
being discussed by educational policy makers in the
United Kingdom as they rethink their science K-12 and
undergraduate curricula.
Potential influence of Computational Thinking on
Undergraduate Education (10 minutes), Orit Hazzan
will present the benefits of Computational Thinking in
an undergraduate curriculum. She will describe ways in
which Computational Thinking might be introduced
early to all undergraduate students, and used and
reinforced in subsequent courses. Special emphases
will be on developing abstract thinking skills.
A Computational Thinking based introductory course
(10 minutes), Tom Cortina will present experiences with
an evolving introductory course Principles of
Computation, for non-computing majors, which is
based upon the principles of Computational Thinking.
This course model can be adapted for use by high
school teachers either as part of a traditional
programming class or as part of a new course to
illustrate the relevance of studying computing in
students lives.
Discussion, Q & A (30 minutes)
Actual presentation time will be shorter than the time specified to
permit clarifying questions and answers.

4. EXPECTATIONS
Defining and better understanding the discipline of computing
should be of interest to all SIGCSE attendees. Computational
Thinking strives to define the computing disciplines, not to
redefine them.
Participants will gain a better understanding of the ideas
underlying Computational Thinking and the potential these ideas
have for influencing the education of students of all ages
throughout the world. They will understand, discuss and
debate the ways in which Computational Thinking can encompass
all of overarching concepts which are fundamental to the study of
computing (e.g., abstract thinking, general problem-solving,
algorithmic and mathematical reasoning, cognition, and scientific
and engineering based thinking, computational sciences) while at
the same time making connections to relevant ideas and concepts
in the traditional curriculum. Tangible ways for achieving this
and for initiating curriculum reform founded on Computational
Thinking will be one expectation. In addition, participants will be
exposed to ideas for challenging the traditional computing career
implies programming viewpoint.
Computational Thinking represents an alternative way of
packaging, presenting, understanding and studying computing.
Teaching students to think computationally is an important life
skill. Accordingly, these ideas can help to define new ways of
exciting future generations about the value of careers in
computing.
Copies of the presentations, key papers, and the highlights of the
resulting discussion will be made available on a web page for
everyone to access.

5. REFERENCES
[1] Wing, J.M., Computational Thinking, CACM, Vol. 49, No. 3
(March 2006) pp 33-35.
[2] Morris, J., Programming Doesnt Begin to Define Computer
Science, Pittsburgh Post-Gazette, Sunday, July 4, 2004.
[3] Denning, P., McGettrick, A., Rosenbloom, P., and Snyder, L.,
Re-Centering Computer Science, ACM SIGCSE Bulletin, Vol.
38, No. 1 (March 2006) pp.65-66.

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