Towards a Phenomenology of Computational Thinking in STEM Education
https://arxiv.org/ftp/arxiv/papers/1801/1801.09258.pdf

This chapter argues for a paradigm shift in computational thinking in k12 classrooms, outlining how we can shift from strictly analytical to more experience-based computational thinking.

Suggested Citation

Sengupta, P., Dickes, A., & Farris, A.V. 2018. Toward a Phenomenology of Computational Thinking in K-12 STEM. In: Khine, M.S., (Ed). Computational Thinking in STEM Discipline: Foundations and Research Highlights. Springer.