TY - ABST
T1 - Building key competencies for lifelong learning with computational thinking and tangible, computational tools
AU - Christensen, Inger-Marie Falgren
PY - 2023
Y1 - 2023
N2 - This paper presents an unconventional teaching and learning method, Computing with concepts using tangible, computational tools as the answer to the research question: How can computational thinking (CT) and computational tools engage, connect and support learners in building key competencies for lifelong learning?According to Binkley et al. (2012), key competencies for lifelong learning, also known as 21st century skills, encompass knowledge, skills, attitudes, values & ethics within the four categories: ways of thinking, ways of working, tools for working and living in the world. Ways of thinking, e.g., include the mastery of idea creation techniques, the ability to communicate ideas effectively to others and use their feedback to refine ideas.In a design-based research study, tangible, computational tools were developed, empirically tested and evaluated. Findings indicate that these tools, together with computational thinking understood as computational problem-solving, engage and connect learners in the generation, exploration, and refinement of ideas, helping them build key competencies for lifelong learning within several categories.Building on the findings from the study, drawing on literature within the field of CT and using Binkley et al.’s four categories, the paper explains how computing with concepts using computational tools supports learner engagement with key competencies for lifelong learning. Furthermore, the design of the tool and activity is shared, the theoretical underpinnings of situated and embodied cognition and learning are outlined, and the link to adult learning, such as the adoption of a problem-centred approach, is discussed.The paper illustrates how computational thinking and tangible, computational tools can spark creativity, support divergent thinking, engage and connect learners in productive discussion. The conclusion is that the method supports learners in working with key competencies for lifelong learning within the categories: ways of thinking, way of working and tools for working. However, further development of the method is needed to more fully include the category living in the world.
AB - This paper presents an unconventional teaching and learning method, Computing with concepts using tangible, computational tools as the answer to the research question: How can computational thinking (CT) and computational tools engage, connect and support learners in building key competencies for lifelong learning?According to Binkley et al. (2012), key competencies for lifelong learning, also known as 21st century skills, encompass knowledge, skills, attitudes, values & ethics within the four categories: ways of thinking, ways of working, tools for working and living in the world. Ways of thinking, e.g., include the mastery of idea creation techniques, the ability to communicate ideas effectively to others and use their feedback to refine ideas.In a design-based research study, tangible, computational tools were developed, empirically tested and evaluated. Findings indicate that these tools, together with computational thinking understood as computational problem-solving, engage and connect learners in the generation, exploration, and refinement of ideas, helping them build key competencies for lifelong learning within several categories.Building on the findings from the study, drawing on literature within the field of CT and using Binkley et al.’s four categories, the paper explains how computing with concepts using computational tools supports learner engagement with key competencies for lifelong learning. Furthermore, the design of the tool and activity is shared, the theoretical underpinnings of situated and embodied cognition and learning are outlined, and the link to adult learning, such as the adoption of a problem-centred approach, is discussed.The paper illustrates how computational thinking and tangible, computational tools can spark creativity, support divergent thinking, engage and connect learners in productive discussion. The conclusion is that the method supports learners in working with key competencies for lifelong learning within the categories: ways of thinking, way of working and tools for working. However, further development of the method is needed to more fully include the category living in the world.
KW - computational thinking
KW - computational things
KW - lifelong learning
KW - tangible tools
KW - 21st century skills
M3 - Conference abstract for conference
T2 - Lillehammer Lifelong Learning (ICDE) Conference 2023
Y2 - 15 February 2023 through 17 February 2023
ER -