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The Pedagogical Alignment of Computational Thinking to Architecture Education for the 21st Century Learners

Yıl 2022, Cilt: 3 Sayı: 2, 159 - 172, 30.09.2022
https://doi.org/10.53710/jcode.1146123

Öz

For the 21st century learners, Millennials and Gen-Z students, the concept of Computational Thinking (CT) has been inclusively affirmed in higher education with different teaching methods and strategies. However, it has been almost a decade that Generation Z students form the main bulk of students in classrooms. And their distinct characteristics from the Millennials have necessitated rethinking educational practices, pedagogies and teaching approach to provide an optimal and holistic learning environment that meets their learning needs. In this regard, by scrutinizing the contemporary approach to the concept of Computational Thinking, this article discusses the pedagogical alignment of CT in architecture education by addressing its cognitive contributions as a mental tool for the 21st century learners. It highlights the challenges of teaching computational thinking within the current pedagogical framework in architecture education by regarding the learning preferences and attributes of Generation-Z.

Kaynakça

  • Berthelsen, U. D., & Nielsen, C. F. (2021). Democracy and Computation: A Normative Perspective on the Magic of the New Millennium. In Computational Thinking in Education (pp. 57–72). Routledge.
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016). Exploring the field of computational thinking as a 21st century skill. Proceedings of the EDULEARN16, 16, 4725-4733.
  • Cecutti, L., Chemero, A., & Lee, S. W. S. (2021). Technology may change cognition without necessarily harming it. In Nature Human Behaviour (Vol. 5, Issue 8, pp. 973–975). Nature Research. https://doi.org/10.1038/s41562-021-01162-0
  • Chicca, J., & Shellenbarger, T. (2018). Generation Z: Approaches and Teaching-Learning Practices for Nursing Professional Development Practitioners. Journal for Nurses in Professional Development, 34(5). https://doi.org/10.1097/NND.0000000000000478
  • Czerkawski, B. C., & Lyman, E. W. (2015). Exploring Issues About Computational Thinking in Higher Education. TechTrends, 59(2), 57–65. https://doi.org/10.1007/s11528-015-0840-3
  • Doyle, S., & Senske, N. (2017). Between Design and Digital: Bridging the Gaps in Architectural Education. Charrette, 4(1), 101–116.
  • Dror, I. E. (2011). Brain friendly technology: what is it? And why do we need it. Technology Enhanced Learning and Cognition, 27, 1.
  • Google for Education, (2019). Resources, url:https://edu.google.com/resources/programs/exploring-computational-thinking/#!resources, last access 07.01.2019.
  • Guzdial, M., Tech, G., In, O., March, T. H. E., & Cooper, S. (2010). cr i t i c a l p er s p e c t i v e s Does Contextualized Computing Education Help ? 1(4), 2008–2010.
  • Hu, C. (2011). Computational thinking: what it might mean and what we might do about it. Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, 223–227.
  • Johnson, B. R. (2016). Design computing: An overview of an emergent field. In Design Computing: An Overview of an Emergent Field. https://doi.org/10.4324/9781315680057
  • Microsoft Education (2019). Definition of Computational Thinking, url:https://education.microsoft.com/Story/Course?token=4dFPG, last access 07.01.2019.
  • Özçınar, H. (2017). Hesaplamalı Düşünme Araştırmalarının Bibliyometrik Analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(2), 149–171.
  • Papert, S. (1971). Teaching Children to be Mathematicians vs. Teaching About Mathematics. Artificial Intelligence Memo Number 249..
  • Perlis, A. (1962). The Computer in the University. In M. Greenberger, Ed. Computers and the World of the Future (pp. 180-219). Cambridge, MA: MIT Press. http://publications.ai.mit.edu/ai-publications/pdf/AIM-249.pdf
  • Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1_ On the Horizon_ Vol 9, No 5. On The Horizon, 9(5).
  • Seemiller, C., & Grace, M. (2017). Generation Z: Educating and Engaging the Next Generation of Students. About Campus: Enriching the Student Learning Experience, 22(3), 21–26. https://doi.org/10.1002/abc.21293
  • Senske, N. (2014). Digital minds, materials, and ethics: Linking computational thinking and digital craft. Rethinking Comprehensive Design: Speculative Counterculture - Proceedings of the 19th International Conference on Computer-Aided Architectural Design Research in Asia, CAADRIA 2014, 831–840.
  • Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: Scoping review. In Nurse Education in Practice (Vol. 57). Elsevier Ltd. https://doi.org/10.1016/j.nepr.2021.103247
  • Simon, H. A., & Newell, A. (1971). Human problem solving: The state of the theory in 1970. American Psychologist, 26(2), 145–159. https://doi.org/10.1037/h0030806
  • Weisberg, R. W., & Reeves, L. M. (2013). Cognition: from memory to creativity. John Wiley & Sons.
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.
  • Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725. https://doi.org/10.1098/rsta.2008.0118
  • Wing, J. M. (2017). Computational thinking’s influence on research and education for all Influenza del pensiero computazionale nella ricerca e nell’educazione per tutti. Italian Journal of Educational Technology, 25(2), 7–14. https://doi.org/10.17471/2499-4324/922

21. Yüzyıl Öğrencileri için Hesaplamalı Düşünmenin Mimarlık Eğitimine Pedagojik Uyumu

Yıl 2022, Cilt: 3 Sayı: 2, 159 - 172, 30.09.2022
https://doi.org/10.53710/jcode.1146123

Öz

21. yüzyıl öğrencileri (Y ve Z Kuşakları) için, Hesaplamalı Düşünme (HD) kavramı, farklı öğretim yöntemleri ve stratejileri ile yükseköğretimde kapsayıcı bir şekilde teşvik edilmektedir. Buna karşılık yaklaşık on yıldır lisans öğrencilerin büyük çoğunluğu Z Kuşağı öğrencileri oluşturmaktadır. Bu nesilin Y Kuşağı'ndan farklı özellikleri, öğrenme ihtiyaçlarını karşılayan optimal ve bütünsel bir öğrenme ortamı sağlamak için eğitim uygulamalarının, pedagojilerinin ve öğretim yaklaşımının yeniden düşünülmesini gerektirmektedir. Bu yazı da Hesaplamalı Düşünme kavramına olan çağdaş yaklaşımı ele alarak, 21. yüzyıl öğrencileri için bu kavramın zihinsel bir araç olarak bilişsel katkılarını irdelemekte; HD'nin mimarlık eğitiminde pedagojik uyumunu tartışmaktadır. Mimarlık eğitiminde mevcut pedagojik çerçeve içinde hesaplamalı düşünmeyi öğretmenin zorluklarını, Z Kuşağının öğrenme tercihlerini ve niteliklerini göz önünde bulundurarak vurgulamaktadır.

Kaynakça

  • Berthelsen, U. D., & Nielsen, C. F. (2021). Democracy and Computation: A Normative Perspective on the Magic of the New Millennium. In Computational Thinking in Education (pp. 57–72). Routledge.
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016). Exploring the field of computational thinking as a 21st century skill. Proceedings of the EDULEARN16, 16, 4725-4733.
  • Cecutti, L., Chemero, A., & Lee, S. W. S. (2021). Technology may change cognition without necessarily harming it. In Nature Human Behaviour (Vol. 5, Issue 8, pp. 973–975). Nature Research. https://doi.org/10.1038/s41562-021-01162-0
  • Chicca, J., & Shellenbarger, T. (2018). Generation Z: Approaches and Teaching-Learning Practices for Nursing Professional Development Practitioners. Journal for Nurses in Professional Development, 34(5). https://doi.org/10.1097/NND.0000000000000478
  • Czerkawski, B. C., & Lyman, E. W. (2015). Exploring Issues About Computational Thinking in Higher Education. TechTrends, 59(2), 57–65. https://doi.org/10.1007/s11528-015-0840-3
  • Doyle, S., & Senske, N. (2017). Between Design and Digital: Bridging the Gaps in Architectural Education. Charrette, 4(1), 101–116.
  • Dror, I. E. (2011). Brain friendly technology: what is it? And why do we need it. Technology Enhanced Learning and Cognition, 27, 1.
  • Google for Education, (2019). Resources, url:https://edu.google.com/resources/programs/exploring-computational-thinking/#!resources, last access 07.01.2019.
  • Guzdial, M., Tech, G., In, O., March, T. H. E., & Cooper, S. (2010). cr i t i c a l p er s p e c t i v e s Does Contextualized Computing Education Help ? 1(4), 2008–2010.
  • Hu, C. (2011). Computational thinking: what it might mean and what we might do about it. Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, 223–227.
  • Johnson, B. R. (2016). Design computing: An overview of an emergent field. In Design Computing: An Overview of an Emergent Field. https://doi.org/10.4324/9781315680057
  • Microsoft Education (2019). Definition of Computational Thinking, url:https://education.microsoft.com/Story/Course?token=4dFPG, last access 07.01.2019.
  • Özçınar, H. (2017). Hesaplamalı Düşünme Araştırmalarının Bibliyometrik Analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(2), 149–171.
  • Papert, S. (1971). Teaching Children to be Mathematicians vs. Teaching About Mathematics. Artificial Intelligence Memo Number 249..
  • Perlis, A. (1962). The Computer in the University. In M. Greenberger, Ed. Computers and the World of the Future (pp. 180-219). Cambridge, MA: MIT Press. http://publications.ai.mit.edu/ai-publications/pdf/AIM-249.pdf
  • Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1_ On the Horizon_ Vol 9, No 5. On The Horizon, 9(5).
  • Seemiller, C., & Grace, M. (2017). Generation Z: Educating and Engaging the Next Generation of Students. About Campus: Enriching the Student Learning Experience, 22(3), 21–26. https://doi.org/10.1002/abc.21293
  • Senske, N. (2014). Digital minds, materials, and ethics: Linking computational thinking and digital craft. Rethinking Comprehensive Design: Speculative Counterculture - Proceedings of the 19th International Conference on Computer-Aided Architectural Design Research in Asia, CAADRIA 2014, 831–840.
  • Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: Scoping review. In Nurse Education in Practice (Vol. 57). Elsevier Ltd. https://doi.org/10.1016/j.nepr.2021.103247
  • Simon, H. A., & Newell, A. (1971). Human problem solving: The state of the theory in 1970. American Psychologist, 26(2), 145–159. https://doi.org/10.1037/h0030806
  • Weisberg, R. W., & Reeves, L. M. (2013). Cognition: from memory to creativity. John Wiley & Sons.
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.
  • Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725. https://doi.org/10.1098/rsta.2008.0118
  • Wing, J. M. (2017). Computational thinking’s influence on research and education for all Influenza del pensiero computazionale nella ricerca e nell’educazione per tutti. Italian Journal of Educational Technology, 25(2), 7–14. https://doi.org/10.17471/2499-4324/922
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Mimarlık
Bölüm Araştırma Makaleleri
Yazarlar

Elif Öksüz Uncu 0000-0002-7807-171X

Gülen Çağdaş 0000-0001-8853-4207

Yayımlanma Tarihi 30 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 3 Sayı: 2

Kaynak Göster

APA Öksüz Uncu, E., & Çağdaş, G. (2022). The Pedagogical Alignment of Computational Thinking to Architecture Education for the 21st Century Learners. Journal of Computational Design, 3(2), 159-172. https://doi.org/10.53710/jcode.1146123

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