STEM教育中的计算思维现象学
Toward a Phenomenology of Computational Thinking in STEM Education
摘要：
在这一章中，我们主张从将编码和计算思维视为对计算逻辑和符号形式的掌握，到将它们视为一种更复杂的经验形式的认识论转变。我们认为，计算和计算思维应该被视为话语的，透视的，物质的和具体的经验，等等，而不是把计算看作是一套公理化的计算抽象的回流和生产。这些经验包括，但不包括，使用和生产的计算抽象。我们通过对文献的批判性回顾，以及对我们在K12教育环境中进行的几项研究的回顾，说明了这种范式转变对计算的现象学解释对K12教室的STEM教学和学习意味着什么。我们的分析揭示了几种现象学方法，这些方法可以用于在K12 STEM教室中构建计算思维。
英文摘要：
In this chapter, we argue for an epistemological shift from viewing coding and computational thinking as mastery over computational logic and symbolic forms, to viewing them as a more complex form of experience. Rather than viewing computing as regurgitation and production of a set of axiomatic computational abstractions, we argue that computing and computational thinking, should be viewed as discursive, perspectival, material and embodied experiences, among others. These experiences include, but are not subsumed by, the use and production of computational abstractions. We illustrate what this paradigmatic shift toward a more phenomenological account of computing can mean for teaching and learning STEM in K12 classrooms by presenting a critical review of the literature, as well as by presenting a review of several studies we have conducted in K12 educational settings grounded in this perspective. Our analysis reveals several phenomenological approaches that can be useful for framing computational thinking in K12 STEM classrooms.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
