Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
One aspect that distinguishes problem-solving capabilities is the ability to use different thought processes to analyze problems and solve them. The effective use of different thought processes is a skill achieved through experience. The term Computational Thinking (CT) has been introduced to capture those thought processes that formulate problems and their solutions in a manner amenable to processing by any information-processing agent. This paper introduces an ontology-based framework to describe and classify the components of different perspectives of CT. The aim of this effort is to provide a unifying framework to describe the variety of interpretations of CT explored in the literature. This will facilitate integration of CT into curricula, analysis of alternative approaches and overall evaluation of educational interventions aimed at engaging students in learning and using CT. The ontology framework, which is designed in Protégé, is applicable at any level of the educational pipeline and extensible in nature.
Sharifi, H., Rahnavard, G. & Pontelli, E. (2012). An Ontology-Based Computational Thinking Framework. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 39-46). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).