Abstraction in Computer Science Education: An Overview

Autor/inn/en	Mirolo, Claudio; Izu, Cruz; Lonati, Violetta; Scapin, Emanuele
Titel	Abstraction in Computer Science Education: An Overview
Quelle	In: Informatics in Education, 20 (2021) 4, S.615-639 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Computer Science Education; Soft Skills; Thinking Skills; Abstract Reasoning; Computation; Concept Formation; Programming Languages; Generalization; Problem Solving + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Denkfähigkeit; Abstraktes Denken; Denken; Concept learning; Begriffsbildung; Problemlösen
Abstract	When we "think like a computer scientist," we are able to systematically solve problems in different fields, create software applications that support various needs, and design artefacts that model complex systems. Abstraction is a soft skill embedded in all those endeavours, being a main cornerstone of computational thinking. Our overview of abstraction is intended to be not so much systematic as thought provoking, inviting the reader to (re)think abstraction from different -- and perhaps unusual -- perspectives. After presenting a range of its characterisations, we will explore abstraction from a cognitive point of view. Then we will discuss the role of abstraction in a range of computer science areas, including whether and how abstraction is taught. Although it is impossible to capture the essence of abstraction in one sentence, one section or a single paper, we hope our insights into abstraction may help computer science educators to better understand, model and even dare to teach abstraction skills. (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01