Elementary Students’ Computational Thinking Practice in a Bridge Design and Building Challenge (Fundamental)
The increased focus on computational thinking (CT) has grown in recent years for various reasons, such as a general concern about (a) a lack of global competitiveness among American students and general literacy in science, technology, engineering, and math (STEM) fields (Hsu & Cardella, 2013), (b) maintaining the economic competitiveness of the U.S. (Yadav, Hong, & Stephenson, 2016), and (c) preparing students adequately for a society that is increasingly technological (NRC, 2011). CT can help individuals analyze and understand multiple dimensions of a complex problem and identify and apply appropriate tools or techniques to address a complex problem (Wing, 2010). Furthermore, children can benefit from improved technological literacy, content knowledge, and problem-solving skills (Hsu & Cardella, 2013) while practicing CT.
© 2019, American Society for Engineering Education, Proceedings of ASEE Annual Conference, Tampa, FL.
Yang, Dazhi; Baek, Youngkyun; Chittoori, Bhaskar; and Stewart, William H.. (2019). "Elementary Students’ Computational Thinking Practice in a Bridge Design and Building Challenge (Fundamental)". 2019 ASEE Annual Conference & Exposition, 25504-1 - 25504-13.
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