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- Hamidi, Ali, et al.
(författare)
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A Complementary View to Computational Thinking and Its Interplay with Systems Thinking
- 2023
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 13:2
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Tidskriftsartikel (refereegranskat)abstract
- Computational Thinking (CT) pervasively shares its methods, practices, and dispositions across other disciplines as a new way of thinking about problem-solving. Few studies have been carried out studying CT from an Information Systems (IS) perspective. This study elaborates on how systems thinking (ST), an acknowledged theory in the IS field, bonds to CT to address some well-known common issues related to CT such as reductionism and dogmatism and to supplement the computing nature of CT with behavioral and societal facets involved in its implications. We studied how ST is applied to CT research in the literature. To do so, two primary approaches have been identified that link ST and CT. First, ST is embedded in CT practices meaning that ST is considered as a component of CT. Second, ST and CT are parallelly studied, and ST is considered as a supplementary concept to CT. Correspondingly, we propose a complementary approach that looks at CT from the ST lenses to provide a clearer picture of CT in an educational context. Moreover, we expect this new perspective can help to broaden the development of educational CT concepts and scenarios by including new notions such as framework, interpretation, norms, paradigm, and context.
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- Hamidi, Ali
(författare)
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A Systems Thinking Approach to Computational Thinking in Education
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In today's rapidly changing world, the acquisition of essential skills is crucial for the success of young individuals. Among these skills, computational thinking (CT) plays a vital role in problem-solving and adapting to the complex and evolving demands of the 21st century. However, there is a need to explore the integration of other thinking skills alongside CT, as well as their application in educational settings.This study aims to address the gap in knowledge regarding the application of systems thinking to the development of CT and its integration into education. The primary objective is to explore the relationship between systems thinking and CT, providing a contextual framework for existing studies that focus on systems thinking in relation to CT. Additionally, the study explores how systems thinking can be applied to CT within educational contexts. By incorporating a systems thinking approach, a broader examination of the various factors involved in CT, including the technological landscape, individual skills and knowledge, and the social and cultural context, can be achieved.The thesis comprises three papers that describe research efforts conducted over three years. These projects focused on CT development using educational robotics and maker technologies, aiming to build and enhance CT skills among individuals of different ages and perspectives. The findings of the research efforts are synthesized and consolidated using the systemic FMA model, a comprehensive model that interconnects the frameworks of ideas, methodology, and the area of interest. This model conceptualizes CT practices as a system encompassing emergent properties, multiple perspectives, design interventions, and social and ethical considerations. The adopted FMA model enables methodological pluralism and facilitates critical examination of the boundaries of CT development, leading to conceptual and practical changes.The research contributes to the field of CT by providing insights into its theoretical foundations and practical applications, informing and guiding educational practices that are associated with CT.
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