Developing coding and computational thinking skills
Coding... ‘coding’ refers to computer programming, where a ‘high level’ programming language is used to instruct a computer device to perform certain functions.
High level languages are similar to spoken languages but have special commands that are understood by an interpreter (coder) to enable a computer’s central processor to understand them.
Computational thinking
The term ‘computational thinking’ comes predominantly from the work of Jeannette Wing in recent years but stems from the early work of Seymour Papert, who himself was a student of Jean Piaget.
Jeannette Wing defines computational thinking as ‘the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent’.
She uses the term ‘computational thinking’ to describe ‘the mental activity in formulating a problem to admit a computational solution.
The solution can be carried out by a human or machine, or more generally, by combinations of humans and machines’.3
High level languages are similar to spoken languages but have special commands that are understood by an interpreter (coder) to enable a computer’s central processor to understand them.
Computational thinking
The term ‘computational thinking’ comes predominantly from the work of Jeannette Wing in recent years but stems from the early work of Seymour Papert, who himself was a student of Jean Piaget.
Jeannette Wing defines computational thinking as ‘the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent’.
She uses the term ‘computational thinking’ to describe ‘the mental activity in formulating a problem to admit a computational solution.
The solution can be carried out by a human or machine, or more generally, by combinations of humans and machines’.3
Algorithmic thinking An algorithm is a set of rules that tells you what to do in a given set of circumstances
The NSW Technology curriculum has a long history of embedding design thinking into syllabuses, giving students opportunities to ‘think outside the box’, be innovative, learn to fail in a process leading to success, and develop the skill to forestall final answers and solutions so that better solutions may be found. These are fundamental concepts in technology and engineering education, design and technology education, and STEM education, and they underpin the skills necessary for computational thinking.
The K–10 curriculum documents refer to Working Mathematically, Working Scientifically, Working Technologically, historical inquiry, geographical inquiry skills, problem-solving, critical thinking and design processes. These thinking processes are analogous to computational thinking and develop students’ abilities to think abstractly – a key aspect of computational thinking.
EnglishThe English syllabus allows teachers to develop integrated units of work that may emphasise areas of focus, such as computational thinking, and its application in the real world. The support document Suggested texts for the English K–10 Syllabus provides examples of texts that require computational thinking, for example encouraging analysis of the content and layout of a text, and providing opportunities for problem-solving and abstraction from a given situation.
MathematicsThe Mathematics K–10 Syllabus includes many opportunities for applying mathematical concepts in computational thinking. Applied mathematics problems are the best way to integrate computational thinking as they enable students to experience and visualise mathematical concepts and see a practical application. Examples include:
Science and TechnologyComputational thinking is a major part of the Science K–10 (incorporating Science and Technology K–6) Syllabus and is seen in the use of applied problem-solving and construction. Designing, making, data collection and analysis are incorporated into the skills categories Working Scientifically and Working Technologically. After researching a problem, students should be given an opportunity to explore concepts by applying knowledge in experiments and designing models through personal and collaborative inquiry.
Creative ArtsComputer coding can be used in the creative arts to design and develop artworks and program devices to create artistic works.
Physical Development, Health and Physical Education (PDHPE)Computer applications are now commonplace in health, sport and physical development. Tracking physical activity and health status is a growing field.
Human Society and Its Environment (HSIE), including History and GeographyThe ability to ‘step back in time’ with virtual or augmented reality combined with GPS tracking is available to those with a smart device.
GPS, mapping technologies and the interconnectedness of devices make geographical study more engaging for students.
The collection and analysis of data in historical and geographical contexts provides opportunities for students to engage in digital technologies.
Languages (mandatory)Solving problems, understanding and reproducing language systems, and understanding human behaviour in a global context are essential elements of language programs. In Language classrooms students learn to decode and code language systems. Research suggests that even a brief exposure to a languages program fosters flexible cognitive processing, divergent thinking and intercultural awareness. The use of translation software can illustrate algorithmic thinking, as can the development of speech to speech translation systems.
Taken directly from NSW Education Strandards Authority
The K–10 curriculum documents refer to Working Mathematically, Working Scientifically, Working Technologically, historical inquiry, geographical inquiry skills, problem-solving, critical thinking and design processes. These thinking processes are analogous to computational thinking and develop students’ abilities to think abstractly – a key aspect of computational thinking.
EnglishThe English syllabus allows teachers to develop integrated units of work that may emphasise areas of focus, such as computational thinking, and its application in the real world. The support document Suggested texts for the English K–10 Syllabus provides examples of texts that require computational thinking, for example encouraging analysis of the content and layout of a text, and providing opportunities for problem-solving and abstraction from a given situation.
MathematicsThe Mathematics K–10 Syllabus includes many opportunities for applying mathematical concepts in computational thinking. Applied mathematics problems are the best way to integrate computational thinking as they enable students to experience and visualise mathematical concepts and see a practical application. Examples include:
- Stage 2: Two-Dimensional Space 1 and Position 1
- Stage 1: Multiplication and Division 2
Science and TechnologyComputational thinking is a major part of the Science K–10 (incorporating Science and Technology K–6) Syllabus and is seen in the use of applied problem-solving and construction. Designing, making, data collection and analysis are incorporated into the skills categories Working Scientifically and Working Technologically. After researching a problem, students should be given an opportunity to explore concepts by applying knowledge in experiments and designing models through personal and collaborative inquiry.
Creative ArtsComputer coding can be used in the creative arts to design and develop artworks and program devices to create artistic works.
Physical Development, Health and Physical Education (PDHPE)Computer applications are now commonplace in health, sport and physical development. Tracking physical activity and health status is a growing field.
Human Society and Its Environment (HSIE), including History and GeographyThe ability to ‘step back in time’ with virtual or augmented reality combined with GPS tracking is available to those with a smart device.
GPS, mapping technologies and the interconnectedness of devices make geographical study more engaging for students.
The collection and analysis of data in historical and geographical contexts provides opportunities for students to engage in digital technologies.
Languages (mandatory)Solving problems, understanding and reproducing language systems, and understanding human behaviour in a global context are essential elements of language programs. In Language classrooms students learn to decode and code language systems. Research suggests that even a brief exposure to a languages program fosters flexible cognitive processing, divergent thinking and intercultural awareness. The use of translation software can illustrate algorithmic thinking, as can the development of speech to speech translation systems.
Taken directly from NSW Education Strandards Authority