What is the fifth elements of computational thinking what does it define
Answers
Answer:
In education, computational thinking (CT) is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute.[1]. It involves the mental skills and practices for 1) designing computations that get computers to do jobs for us, and 2) explaining and interpreting the world as a complex of information processes.[2] Those ideas range from basic CT for beginners to advanced CT for experts.[2]
Explanation:
The history of computational thinking dates back at least to the 1950s but most ideas are much older.[3][2] Computational thinking involves ideas like abstraction, data representation, and logically organizing data, which are also prevalent in other kinds of thinking, such as scientific thinking, engineering thinking, systems thinking, design thinking, model-based thinking, and the like[4]. Neither the idea nor the term are recent: Preceded by terms like algorithmizing, procedural thinking, algorithmic thinking, and computational literacy[2] by computing pioneers like Alan Perlis and Donald Knuth, the term computational thinking was first used by Seymour Papert in 1980[5] and again in 1996.[6] Computational thinking can be used to algorithmically solve complicated problems of scale, and is often used to realize large improvements in efficiency.[7]
The phrase computational thinking was brought to the forefront of the computer science education community in 2006 as a result of an ACM Communications essay on the subject by Jeannette Wing. The essay suggested that thinking computationally was a fundamental skill for everyone, not just computer scientists, and argued for the importance of integrating computational ideas into other subjects in school.[8] The continuum of computational thinking questions in education ranges from K-9 computing for children to professional and continuing education, where the challenge is how to communicate deep principles, maxims, and ways of thinking between experts.[2]
The characteristics that define computational thinking are decomposition, pattern recognition / data representation, generalization/abstraction, and algorithms.[9][10] By decomposing a problem, identifying the variables involved using data representation, and creating algorithms, a generic solution results. The generic solution is a generalization or abstraction that can be used to solve a multitude of variations of the initial problem.
The "three As" Computational Thinking Process describes computational thinking as a set of three steps: abstraction, automation, and analysis.
Another characterization of computational thinking is the "three As" iterative process based on three stages:
Abstraction: Problem formulation;
Automation: Solution expression;
Analyses: Solution execution and evaluation.[citation needed]
Connection to the "four Cs" Edit
The four Cs of 21st century learning are communication, critical thinking, collaboration, and creativity. The fifth C could be computational thinking which entails the capability to resolve problems algorithmically and logically. It includes tools that produce models and visualise data.[11] Computational thinking is applicable across subjects beyond science, technology, engineering, and mathematics (STEM) which include the social sciences and language arts. Students can engage in activities where they identify patterns in grammar as well as sentence structure and use models for studying relationships.[12]
Since its inception, the 4 Cs have gradually gained acceptance as vital elements of many school syllabi. This development triggered a modification in platforms and directions such as inquiry, project-based, and more profound learning across all K-12 levels. Many countries have introduced computer thinking to all students. The United Kingdom has CT in its national curriculum since 2012. Singapore calls CT as “national capability”. Other nations like Australia, China, Korea, and New Zealand embarked on massive efforts to introduce computational thinking in schools.[13] In the United States, President Barack Obama created this program, Computer Science for All to empower this generation of students in America with the proper computer science proficiency required to flourish in a digital economy.[14] Computational thinking means thinking or solving problems like computer scientists. CT refers to thought processes required in understanding problems and formulating solutions. CT involves logic, assessment, patterns, automation, and generalisation. Career readiness can be integrated into learning and teaching environments in multiple ways.[15]