When we “think like a computer scientist,” we are able to systematically solve problems in different fields, create software applications that support various needs, and design artefacts that model complex systems. Abstraction is a soft skill embedded in all those endeavours, being a main cornerstone of computational thinking. Our overview of abstraction is intended to be not so much systematic as thought provoking, inviting the reader to (re)think abstraction from different – and perhaps unusual – perspectives. After presenting a range of its characterisations, we will explore abstraction from a cognitive point of view. Then we will discuss the role of abstraction in a range of computer science areas, including whether and how abstraction is taught. Although it is impossible to capture the essence of abstraction in one sentence, one section or a single paper, we hope our insights into abstraction may help computer science educators to better understand, model and even dare to teach abstraction skills.

Abstraction in Computer Science Education: An Overview / C. Mirolo, C. Izu, V. Lonati, E. Scapin. - In: INFORMATICS IN EDUCATION. - ISSN 1648-5831. - 20:4(2021), pp. 615-639. [10.15388/INFEDU.2021.27]

Abstraction in Computer Science Education: An Overview

Lonati V.;
2021

Abstract

When we “think like a computer scientist,” we are able to systematically solve problems in different fields, create software applications that support various needs, and design artefacts that model complex systems. Abstraction is a soft skill embedded in all those endeavours, being a main cornerstone of computational thinking. Our overview of abstraction is intended to be not so much systematic as thought provoking, inviting the reader to (re)think abstraction from different – and perhaps unusual – perspectives. After presenting a range of its characterisations, we will explore abstraction from a cognitive point of view. Then we will discuss the role of abstraction in a range of computer science areas, including whether and how abstraction is taught. Although it is impossible to capture the essence of abstraction in one sentence, one section or a single paper, we hope our insights into abstraction may help computer science educators to better understand, model and even dare to teach abstraction skills.
abstraction; computational thinking; Computer science education; concept development
Settore INF/01 - Informatica
INFORMATICS IN EDUCATION
https://infedu.vu.lt/journal/INFEDU/article/720
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/900222
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