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A novel solution may provide incremental or even radical improvements, but usually in the same direction.
Computational thinking (CT) describes a way of looking at problems and systems so that a computer can be used to help us solve or understand them.
Beginning by considering the approaches of the behaviourists and the gestalt psychologists, it moves on to modern explorations of thinking, including hypothetical thinking, conditionals, deduction, rationality, and intuition.
Covering the role of past learning, IQ, and cognitive biases, this VSI also discusses the idea that there may be two different ways of thinking, arising from our evolutionary history.
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Design Thinking is concerned with solving problems through creativity.
Design Thinking employs divergent thinking as a way to ensure that many possible solutions are explored in the first instance, and then convergent thinking as a way to narrow these down to a final solution.
CT can be taught across different disciplines, for instance in Mathematics (figure out the rules for factoring 2nd-order polynomials), Literature (to break down the analysis of a poem into analysis of meter, rhyme, and structure), Languages (find patterns in the ending letters of a verb that affect its spelling as tense changes) and many others.
In this video, Miles Berry, Principal Lecturer at University of Roehampton School of Education at Guildford (United Kingdom), will introduce the concept of computational thinking and the different ways a teacher can integrate it in the classroom with simple games.