Abstract:

This paper presents the theoretical basis of Computational Thinking, proposing its definition and the skills that make up it. Although the idea of Computational Thinking burst in with force in 2006, there is still no consensus on its definition and the skills that are part of it. This new competence is currently part of the curriculum in several countries, such as Spain, Australia, Lithuania, Finland, Hungary, Sweden, Turkey, etc., where teachers need basic training in a field that is totally new to them. This basis is based on a study of the existing definitions in the literature, as well as on the discussion among several experts, both in terms of the definition and its skills. The underlying idea is to help Primary and Secondary Education teachers to understand and apply Computational Thinking in their classrooms. In addition, examples are added to each skill for a better understanding of where it appears in real life situations.

Based on a bibliographic study and the state of the art in this field, each of the sections begins with a theoretical exposition of one of the skills that define Computational Thinking and then incorporates clarifying examples that help to understand its application. Computational Thinking is a problem solving process that includes the following skills: Abstraction, Decomposition, Data Collection, Analysis and Representation, Algorithmic Thinking, Generalization, and Evaluation and Adjustment.

Although this paper is heavily weighted towards theory, practical exercises are also added that can help both teachers and their students.

Keywords:

Computational thinking, cross-curricular competence, digital competence, STEAM, technology, learning.