1. Logical Reasoning
1.1. Students use an If/Then model everytime they develop a claim in science. For example, they may state that if I drop the ball, it will fall to the ground. The examples get more complex as students advance in their education and make inferences about the materials precented to them.
1.2. Logical reasoning is essential in daily life to make decisions in the moment. I made a decision this morning to complete my assignment early in the day since I have an event for my children later. Using logical reasoning to make decisions allows me to be efficient in accomplishing tasks and solving problems.
2. Decomposition
2.1. We already use this component of computational thinking in classrooms, we call it 'chunking'.
2.1.1. Chunking of assignments involves breaking a large multistep assignment into smaller, more manageable parts. Instead of doing this for students, we should be teaching students to decompose assignments themselves
2.2. I am constantly using the notes app on my phone to make check lists. I then prioritize the checklists into smaller, more manageable tasks to accomplish my goal.
3. Designing Algorithms
3.1. Inside the classroom, teachers often present work as step-by-step instructions. If students were to hear 'Follow your algorithm' instead of 'Follow your instructions', then the term and process connection would be more familiar.
3.2. Outside of the classroom, real world problems may be solved using a logical line of thinking.
3.2.1. For example, I am constantly using the notes app on my phone to make check lists. I then prioritize the checklists into tasks to complete to accomplish my goal.
4. Identifying Patterns and Generalization
4.1. The best classrooms have established routines for students to learn and feel confident in what they should be doing. The same concept works for problems we are asking students to solve.
4.1.1. An example is patterns in life. We just completed a unit of cladograms in science. Students were asked to look at differant types of organisms to find commonality and then organize those living things based on patterns to establish common ancestry. Once students learned how to recognize patterns, they could build and analyze a cladogram with any organisms they observe.
4.2. We are constantly recognizing patterns and generalizing in life. The example that comes to mind is driving. My brain subconciously recognizes patterns in other drivers that could be a safety concern. A driver swerving, turning without a signal, or approching a stoplight too quickly alerts my brain to an action outside of the pattern I have developed and generalized to drivers as a group.
5. Abstraction
5.1. Students use abstraction in science class during their research phase of the scientific method. They extract the the most relevant information about their topic and summarize it in their notes.
5.1.1. We also use abstraction in test preparation. In 7th grade science, students may create a 5x8 notecard to use on their exams. The process they use to summarize the most pertinent details practices the skill of abstraction.
5.2. Abstraction is used in real-life scenarios anytime I complete a complex task with only the necassary information needed. For example, I use my computer daily but I do not have an in depth understanding of how a computer works. I only know how to turn it on, log in, and access the tools I use because those are the steps that are most relevant to me.
6. Evaluation
6.1. Students use the evaluation process in their engineering deisgn process work. Our final prject in science involves designing and building a rollercoaster prototype. Students test their prototype and then revise their design based on the data collected.
6.1.1. The evaluation process is inline with a growth mindset development in students. Knowing they have the tools to improve their initial work gives them the freedom to take chances and make mistakes.
6.2. Self-reflection is essential to continuing to grow and develop as a person. I strive to constantly evaluate my role in differant interactions and improve my actions. The example that comes to mind is a DIY project I recently completed. I was trying to solve an issue of water entering my basement during the recent heavy rain storms. I tried differant solutions and then tested the solution during the heavy rain to see if the problem was solved or if additional remediation was needed.
7. Organizing Data
7.1. We use data often in science. For example, anytime students select topic of interest, make a claim about the topic, and them organize quantitative data to support their claim.
7.1.1. Teaching students the differance between evidence based claims and beliefs is incredibly valuable. A student who can support their statements with organized data has more confidence and power in their stance.
7.2. Outside of the classroom individuals can use their skills in data oganization and analysis to assess claims made in the news.
7.2.1. Skills in data analysis allow an individual to analyze the source data for validity in collection methods and bias in analysis