Computational Thinking Across Cultures
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From the Paper:"According to Wing (2006), "computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science" (p. 33). In other words, computational thinking enables learners to analyze and process the information by specifying the algorithms of tasks in order to solve a problem and then reach to automated solutions. At first glance, computational thinking is directly associated with computer science, however, it is a type of function that can be utilized in other disciplines by implementing learners' structural and systemic thinking (Kafai & Burke, 2013). In addition, computational thinking actually exists in one's daily life. For instance, hashing is a function which computer scientists use to organize and store the data in programming. The way in which computer scientists engage in hashing is parallel to solving problems like how we store and categorize files alphabetically in a cabinet.
"Computational thinking can potentially advance and enhance an individual's thinking in relation to academic disciplines other than computer science (Kafai & Burke, 2013). Not only do the metaphors and structures of computing influence the domains of science and engineering, but they are also sufficient and necessary for other disciplines in terms of the ability of computation (Wing, 2006). This study will use the game Pandemic as a testbed in order to examine how computational thinking practices may be embedded in the configuration of physical gaming spaces (Berland & Lee, 2011; Berland & Duncan, submitted). In particular, I am interested in how cultures as a factor inform a practice in computational thinking. Wang (2009) discussed that knowledge is culturally and socially computing and technology incorporates sharing knowledge. The practices of computational thinking benefits people who come from different disciplines and cultures. Thus, in this study, I will address the forms of problem-solving that occur within the gameplay, track the formation of computational thinking through players' interactions, and speculate on cross-cultural conceptions that may potentially determine and conceptualize in relation to the practices of computational thinking differently on gameplay. I attempt to bring into culture as mediated factors (Cole, 1998) to the theory of computational thinking, which has not yet been fully discussed and integrated. In addition, I aim to explore the potential cultural factors with respect to the interpretation of computational thinking and investigate if there are generalizable patterns that refer to what cultural components may influence the application of computational thinking. In particular, the importance of this study is to be representing and illustrating how it takes a place and bridge the fields of computational thinking, culture, and games."
Sample of Sources Used:
- Leacock, M. (2007). Pandemic. Mahopac, NY: Z-Man Games.
- Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Editorial Dunken.
- Peoples, J., & Bailey, G. (2011). Humanity: An introduction to cultural anthropology. Cengage Learning.
- Redding, S. G. (1980). Management education for Orientals. Breaking down barriers: Practice and priorities for international management education, 193-214.
- Russ, R. S., Lee, V. R., & Sherin, B. L. (2012). Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction. Science Education, 96(4), 573-599.
Cite this Research Proposal:
Computational Thinking Across Cultures (2015, March 31) Retrieved January 24, 2022, from https://www.academon.com/research-proposal/computational-thinking-across-cultures-154150/
"Computational Thinking Across Cultures" 31 March 2015. Web. 24 January. 2022. <https://www.academon.com/research-proposal/computational-thinking-across-cultures-154150/>