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This book broadly educates preservice teachers and scholars about current research on computational thinking (CT). More specifically, attention is given to computational algorithmic thinking (CAT), particularly among underrepresented K-12 student groups in STEM education.
Computational algorithmic thinking (CAT)-a precursor to CT-is explored in this text as the ability to design, implement, and evaluate the application of algorithms to solve a variety of problems. Drawing on observations from research studies that focused on innovative STEM programs, including underrepresented students in rural, suburban, and urban contexts, the authors reflect on project-based learning experiences, pedagogy, and evaluation that are conducive to developing advanced computational thinking, specifically among diverse student populations.
This practical text includes vignettes and visual examples to illustrate how coding, computer modeling, robotics, and drones may be used to promote CT and CAT among students in diverse classrooms.
About the author
Jacqueline Leonard is Professor of Mathematics Education in the School of Education at the University of Wyoming, USA.
Jakita O. Thomas is the Philpott Westpoint Stevens Associate Professor of Computer Science and Software Engineering at Auburn University, USA.
Roni Ellington is Associate Professor of Mathematics Education in the Department of Advanced Studies Leadership and Policy at Morgan State University, USA.
Monica B. Mitchell is founder and President of MERAssociates, LLC (MERA), an award-winning evaluation consultancy based in the greater metropolitan area of Washington, D.C., USA.
Olatokunbo S. Fashola is Research Professor and the Faculty Coordinator for the Dual Enrollment Program in the School of Education at American University in Washington, D.C., USA.
Summary
This book broadly educates preservice teachers and scholars about current research on computational thinking (CT). More specifically, attention is given to computational algorithmic thinking (CAT), particularly among underrepresented K–12 student groups in STEM education.
