Extended Cognition Hypothesis Applied to Computational Thinking in Computer Science Education

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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.
Titel på gästpublikationComputational Science – ICCS 2018 : 18th International Conference Wuxi, China, June 11-13, 2018, Proceedings, Part III
RedaktörerYong Shi, Haohuan Fu, Yingjie Tian, Valeria V. Krzhizhanovskaya, Michael Harold Lees, Jack Dongarra, Peter M. A. Sloot
Antal sidor14
VolymPart 3
Utgivningsdatum12 jun 2018
ISBN (tryckt)978-3-319-93712-0
ISBN (elektroniskt)978-3-319-93713-7
StatusPublicerad - 12 jun 2018
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangThe International Conference on Computational Science (ICCS 2018) - Wuxi, Kina
Varaktighet: 11 jun 201813 jun 2018


NamnLecture Notes in Computer Science
ISSN (tryckt)0302-9743
ISSN (elektroniskt)1611-3349


  • 516 Pedagogik

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