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Jeannette Wing's call for teaching Computational Thinking (CT) as a formative skill on par with reading, writing, and arithmetic places computer science in the category of basic knowledge. Just as proficiency in basic language arts helps us to effectively communicate and in basic math helps us to successfully quantitate, proficiency in computational thinking helps us to systematically and efficiently process information and tasks. But while teaching everyone to think computationally is a noble goal, there are pedagogical challenges. Perhaps the most confounding issue is the role of programming, and whether we can separate it from teaching basic computer science. How much programming, if any, should be required for CT proficiency?
Lu et al. (Tue,) studied this question.
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