By Su Mae (Year 9 student in Garden International School)
ABSTRACT
The purpose of this topic was to explore computational thinking and how it could be embedded into the Year 9 curriculum. Before this project, I had no prior knowledge about this topic so I was unable to form a hypothesis. I gathered majority of the information in this report from educational websites that often state the author’s name (whose credentials are stated) or an educational – based organisation. I found that this topic has been introduced in the late 2000s but hasn’t become a common topic or way of thinking. Moreover, there aren’t a lot of sources based in Asia, with most of the information coming from other areas in the world. However, by the end of this report my conclusion is simple but it could be improved on with more research.
INTRODUCTION
The topic I had explored for my essential question is computational thinking and how it could be implemented at schools. My essential question is “What is the most effective way at embedding computational thinking into the Year 9 curriculum in GIS?”. Firstly, I had to understand what computational thinking was and its importance before progressing in my research. Simplified, computational thinking is a way of tackling, solving problems based on concepts from computer science. It has been described as a computer scientist’s way of thinking however, it can be useful and applied in other areas: in school, in life whether you are a computer scientist or not. Moreover, some even argue that computational thinking skills are equally as important as reading, writing and arithmetic skills. Then I explored methods in which it can be taught in a curriculum and deciding which is the most effective for the Year 9 curriculum in GIS.
RESEARCH REVIEW
What is computational thinking?
After reading and collecting information from different sources about computational thinking. It can be concluded that there are four main elements, different skills that fall under computational thinking:
Abstraction: Filtering out unnecessary information that is irrelevant in aiding the process of producing a solution. This helps you discard extra information and allows you to focus on the main concepts or main areas of the problem.
Algorithmic Thinking: Developing and following a step-by-step list of actions or rules to complete a task or solve a problem. This helps form a clear solution that can be easily understood and therefore making the problem solving simplified.
Decomposition: Breaking down a complex problem into smaller, more specific problems which makes them more manageable. This also enables us to analyse the problem in more detail.
Pattern Recognition: Observing similarities between characteristics of problems or data that is collected. This might make the problem simpler to solve as the patterns may help link other past solutions which in turn could help solve the current problem.
How can computational thinking be taught in classes?
Some sources suggest that in order to implement computational thinking effectively, there must be certain attitudes established beforehand. The best environment that will enable students to learn computational thinking for effectively would be one which empowers them and provides them confidence to ask and tackle new, challenging questions and problems.
An example of computational thinking being practiced would consist of a mixture of the four elements listed above. For example:
Firstly, the problem can be broken down into smaller questions or parts – decomposition. Next, the smaller problems can be analysed and you can observe previous solutions or similar problems – pattern recognition. Then, you can choose main parts of the problem you need to focus on and disregard irrelevant information – abstraction. Finally, you can come up with a list of actions you can perform to help solve/answer the question – algorithmic thinking.
Based on a range of sources, this table shows possible ways in which computational thinking can be implemented in different subjects even those outside the STEM category – as I want to embed computational thinking in the whole curriculum. This method is to provide tasks or problems related to the topics in the curriculum which encourages computational thinking concepts to solve or complete the task.
| Subject | Given task | Method of computational thinking used |
| Biology | Finding out the factors that affect the efficiency of an enzyme | Abstraction |
| Chemistry | Determine the rules for a successful collision between to atoms | Algorithmic Thinking |
| Physics | Using your knowledge on heat transfer, devise a way of reducing the amount of heat transferred from a boiling pot a person’s hand | Decomposition |
| Mathematics | Figuring out the rule for factoring 2nd – order polynomials | Pattern recognition |
| English | Analyse the techniques used in different scenes and find one which is the most effective at building tension | Pattern recognition |
| Music | Devise a set of rules/characteristics that pop songs have | Algorithmic Thinking |
| Drama | Discuss ways to expressed emotions without words | Decomposition |
| Art | Improving on a piece of artwork by assessing the impact of each feature/technique used | Abstraction |
| DT | Design a lamp based on key features of other lamps that have been analysed | Abstraction |
| Enterprise | To help answer an essential question, form minor questions that will help gather more information | Decomposition |
| PE | Produce a fitness routine that helps improve one’s stamina | Algorithmic Thinking |
| Geography | After researching different volcanic eruptions, write a conclusion on the best solution on dealing with the recovery | Pattern Recognition |
| History | Discuss how do we tell the reliability and value of a source? | Decomposition |
There are some subjects not included in the table above such as MFL (Malay, Mandarin, Spanish, French, etc…) , and EAL as the curriculum between the different languages can differ depending on the language and whether the student is taking the IGCSE for the language or not. All the tasks mentioned above are all related to the current Year 9 curriculum therefore could be a way of embedding computational thinking into it.
However, another way would be to create larger scaled projects, a similar concept to Enquiry. This method with require students to take on extra projects in their subjects. Some examples of projects that could be explored/answered are: Football Motion Analysis (decomposition on the performance of professional football players), Designing the Solar System, Designing Famous Monuments in 3D computer design.
Finally, another method would be to introduce the concept of computational thinking to the students for them to understand how it can be used and let them learn to implement it themselves in the curriculum. This is the most simple method compared to the others and there has not been much research conducted using this technique.
CONCLUSION
In conclusion, after assessing and analysing my research, I believe the most effective way at embedding computational thinking into the Year 9 curriculum in GIS would be a more subtle approach. The reason for this is that students often already practice computational thinking regardless but they are not aware of the concept and how effective it could be when applied to more areas in life. I believe this is the most effective way instead of introducing a whole new topic and make computational thinking seem very intricate and complex as this might intimidate students and confuse them.
EVALUATION
There are limitations to my conclusion and research for my topic and essential question. For example, there are/will be more methods and techniques in which computational thinking can be implemented or taught in a class or curriculum. Moreover, I cannot confirm the effectiveness of my method if it has not been tested itself as well as other methods in the Year 9 curriculum. In addition, how “effective” a method is may be subjective to different people therefore, my conclusion may be subjective to me and my measures of effectiveness. In addition, this method may render differently for different groups of students and therefore, its effectiveness could fluctuate throughout the years.
However, possible improvements would be to explore a wider range of methods and collecting some data on the effectiveness it has on students by conducting surveys or experiments to further support my conclusion. This will enforce the reliability of the method if tested on different groups of Year 9 students of different academic levels to ensure the method is suitable for all Year 9 students in GIS. Further avenues for research would be to interview and collect opinions/overviews from educators and teachers that have experimented at embedding computational thinking in their teaching. Additionally, it would’ve been beneficial if I collected data from teachers that wanted to implement computational thinking in the curriculum and gathering their suggested methods to review alongside the other methods I have explored. This could allow me to make a more inclusive and reliable conclusion.
CITATIONS
Sheldon, Eli. “Computational Thinking Across the Curriculum.” Edutopia, George Lucas Educational Foundation, 30 Mar. 2017, www.edutopia.org/blog/computational-thinking-across-the-curriculum-eli-sheldon.
“Introduction to Computational Thinking – Revision 1 – KS3 Computer Science – BBC Bitesize.” BBC News, BBC, www.bbc.com/bitesize/guides/zp92mp3/revision/1.
Wing, Jeannette M. “Computational Thinking.” Communications of the ACM, Mar. 2006, www.cs.cmu.edu/~15110-s13/Wing06-ct.pdf.
Angevine, Colin. “Advancing Computational Thinking Across K-12 Education.” Digital Promise, 15 Mar. 2019, digitalpromise.org/2017/12/06/advancing-computational-thinking-across-k-12-education/.
Parker, Phil. “Eight Key Skills to Embed in the Curriculum.” Home, 19 June 2014, www.sec-ed.co.uk/best-practice/eight-key-skills-to-embed-in-the-curriculum/.
Mgova, Zuena. “Computational Thinking Skills in Education Curriculum.” Master’s Thesis, Mar. 2018, epublications.uef.fi/pub/urn_nbn_fi_uef-20180343/urn_nbn_fi_uef-20180343.pdf.
“Welcome!” Computational Thinking Curriculum, ct.excelwa.org/.