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ERIC Number: ED562100
Record Type: Non-Journal
Publication Date: 2015-Oct
Pages: 5
Abstractor: As Provided
Reference Count: 18
The Development of Computational Thinking in the Context of Science and Engineering Practices: A Self-Regulated Learning Approach
Peters-Burton, Erin E.; Cleary, Timothy J.; Kitsantas, Anastasia
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015)
A quality educational experience for secondary students involves more than an acquisition of content knowledge; it entails providing students opportunities to develop a variety of thinking skills that enable integration of knowledge and the promotion of student self-directed learning outside of the classroom. One critical skill that is often underemphasized in education is computational thinking. The purpose of this conceptual paper is to discuss the parallels between the processes of computational thinking and self-regulated learning, and the corresponding implications of this integrated framework for instruction in secondary classrooms. Guiding our analysis is the premise that because computational thinking processes can be viewed as goal-directed processes, it is possible to use self-regulated learning theory as a framework for assessing and enhancing computational thinking. Secondary educators have minimal experience with teaching computational thinking in the United States, so not only is a clear definition of computational thinking necessary in the Next Generation Science Standards, it is also necessary to have a learning theory from which to structure this type of thinking. [For the full proceedings, see ED562093.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A