CT involves preparing problems that can be solved by algorithms (Park & Green, 2019). At the same time, it focuses on people’s ways of solving problems, rather than encouraging them to think like computers. It is not only software and hardware that influences our daily life. Computational thinking is also present in problem-solving, communication, and interaction with other people.
CT includes several CT skills. These skills can be applied by students during STEAM projects to facilitate their problem-solving process. Various researchers identified sub-dimensions of CT-related skills. For example, Weintrop et al. (2014) defined four sub-dimensions of CT skills: data and information, modelling and simulation, computational problem-solving, and system administration. Other theoretical frameworks put forward a large number of CT skills that are observable, for example: Barefoot (2019); Weintrop et al. (2016); Park & Hwang (2017); CSTA (2011); ...
In STEAM CT we use a list of twelve different CT-skills that can be trained and observed through STEAM-projects.
Below you can find an interactive learning line for Computational Thinking.
The learning line is meant to help teachers to integrate STEAM CT in their school curriculum.