Computational thinking beyond coding in early childhood education: Reframing CS education for the age of AI
Yazarlar (1)
Doç. Dr. Ali İbrahim Can GÖZÜM Kafkas Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Journal of Baltic Science Education (Q2) | ||
| Makale Dili | – | Basım Tarihi | 01-2025 |
| Cilt / Sayı / Sayfa | 24 / 4 / 592–594 | DOI | – |
| Makale Linki | https://www.ceeol.com/search/article-detail?id=1359604 | ||
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| Özet |
| Computational thinking (CT) is increasingly recognized globally as a fundamental skill for the 21st century, yet its implementation in computer science (CS) education often is still limited to coding activities (Bers, 2018). It is essential to reframe CT as a cognitive approach that supports computational inquiry, problem-solving, and ethical AI engagement, starting from early education using developmentally appropriate tools like ScratchJr (Papadakis, 2020). In the age of artificial intelligence and rapid technological advancements, CS education faces a critical need to evolve beyond traditional approaches. |
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