Extended Cognition Hypothesis Applied to Computational Thinking in Computer Science Education

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review


Computational thinking is a much-used concept in computer science education. Here we examine the concept from the viewpoint of the extended cognition hypothesis. The analysis reveals that the extent of the concept is limited by its strong historical roots in computer science and software engineering. According to the extended cognition hypothesis, there is no meaningful distinction between human cognitive functions and the technology. This standpoint promotes a broader interpretation of the human-technology interaction. Human cognitive processes spontaneously adapt available technology enhanced skills when technology is used in cognitively relevant levels and modalities. A new concept technology synchronized thinking is presented to denote this conclusion. More diverse and practical approach is suggested for the computer scienceeducation.
Original languageEnglish
Title of host publicationComputational Science – ICCS 2018 : 18th International Conference Wuxi, China, June 11-13, 2018, Proceedings, Part III
EditorsYong Shi, Haohuan Fu, Yingjie Tian, Valeria V. Krzhizhanovskaya, Michael Harold Lees, Jack Dongarra, Peter M. A. Sloot
Number of pages14
VolumePart 3
Place of PublicationCham
Publication date12 Jun 2018
ISBN (Print)978-3-319-93712-0
ISBN (Electronic)978-3-319-93713-7
Publication statusPublished - 12 Jun 2018
MoE publication typeA4 Article in conference proceedings
EventThe International Conference on Computational Science (ICCS 2018) - Wuxi, China
Duration: 11 Jun 201813 Jun 2018

Publication series

NameLecture Notes in Computer Science
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Fields of Science

  • 516 Educational sciences

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