Computational Thinking

 

Computational thinking is a problem-solving method that is used in computer science that solves problems in ways which a human and computer can understand. This involves decomposition and abstraction. It also involves coding and algorithms which is highlighted in the national curriculum that children should ‘…understand what algorithms are; how they are implemented as programs on digital devices; and those programs execute by following precise and unambiguous instructions…’ (NC, 2022, p.2). This highlights the importance of computational thinking as it is required to be taught to children in key stage 1. Additionally, Csizmadia et al. (2015, p.5) argues that it should be emphasised that computational thinking concentrates on pupils performing a thought process, not on the production of artefacts or evidence. Computational thinking is the development of thinking skills, and it supports learning and understanding through children’s mistakes, this will help to build resilience in the long run.

In class we were introduced to coding by using bee bots to initially learn about commands. We then used a car coding bot and tried to make shapes such as a square on paper by inserting commands into the system. We learnt that there are more efficient ways to insert codes instead of repeating commands such as putting (Rpt) Infront of the code, so you do not have a long list of instructions but rather a concise one. Using this repeating command eliminates the room for error and is also transferable with other commands This was beneficial for me as I learnt there is a more efficient way of coding. For children ‘…such robots offer the potential for integrating programming activities into a range of imaginative scenarios which can then be used to develop children’s computational thinking.’ (Turvey, 2016, p.126). This therefore showcases the benefits of using bee bots and car coding bots as they help to further develop children’s understanding of algorithms and coding. This is further justified when stated that ‘…Programmable toys such as these are an ideal entry point for young and even pre-school children to begin to explore algorithmic thinking. That is giving simple instructions to devices and debugging or problem-solving when they do not behave in the predicted or expected way…’ (Turvey, 2016, p125). This highlights that children will be able to recognise the fault in their algorithms and help to rectify it which will then lead them to learn from their mistakes and find ways in which to de bug a program more effectively. We were then introduced to coding websites such as barefoot computing which is an online website that involves coding. This website is extremely good to use within lesson for a cross curricular opportunity in maths and computing as children learn to create shapes by giving algorithms instructions to do so.  I believe it to be essential that these programs are used to teach computing in the classroom as it will help children to understand how computers work. In future I hope to use websites such as barefoot to help aid children with the ability to construct a instruction and see it complete the instruction without fault.

References  

Assets.publishing.service.gov.uk. 2022. [online] Available at: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf> [Accessed 2 May 2022].

Csizmadia, A., Curzon, P ., Dorling, M., Humphreys, S., Ng, T., Celby, C. and Woolard, J. (2015) Computational Thinking: A Guide for Teachers . Available at www.computingatschool.org.uk

Turvey, K., 2016. Primary Computing and Digital Technologies: Knowledge. London: Sage Publications Ltd.