Computational Thinking: Research and Practice1
Call for Proposals
There are increasing calls for students to learn to code, partially for economic reasons and in part because of the way learning to code enables computational thinking. Computational thinking is a way of breaking down and abstracting ideas, automating processes, and analyzing data to solve problems. It is being promoted by educational institutions, governments, and private business alike. The purpose of this book will be to report on research and practice on the teaching and learning of computational thinking, and the effect it is having on education worldwide, both inside and outside of formal schooling.
If you are interested in contributing to this volume, email Peter Rich (email@example.com) and Charles Hodges(chodges@
In recent years, computational thinking has been promoted by the National Science Foundation as a way to promote 21st century problem-solving across all disciplines. Researchers have demonstrated that professionals in diverse fields think computationally when approaching ill-defined problems. While many may readily recognize computational thinking in STEM(science, technology, engineering, and mathematics)oriented professions, it also is a key ability in areas such as clothing manufacturing, business, innovation, linguistics, arts, and is increasingly practiced in the humanities. Simply put, the ability to think computationally opens the doors to innovative and productive thought across a variety of disciplines.
Computational thinking is being promoted not only by federal educational institutions, but also by public and private initiatives. Google, Code.org, the International Society for Technology in Education, and the Computer Science Teachers Association arejust a few of the high-profile institutions who are investing in helping students to learn to think computationally. Furthermore, with coding becoming a required skill in an increasing number of national curricula (e.g., the United Kingdom, Israel, Estonia, Finland), the ability to think computationally is quickly becoming a primary 21st century “basic” domain of knowledge.
Proposals will be accepted until October 10, 2015
Tentative timeline for the book:
Feedback to proposal authors: December 1, 2015 Draft Chapters due February 15, 2016 Feedback to authors:April 15, 2016 Revisions due to editors: May 15, 2016 Camera ready chapters to authors June 15, 2016 Camera ready chapters back to editors by July 15, 2016
The book is anticipated to be published by Springer in late 2016.