Computational Thinking outside the Classroom (or Just Outside)
Computational thinking: sounds like something done only in school or at work, right? Not necessarily.
Computational thinking is a skill, one built from subskills such as algorithmic thinking (understanding and building processes) and decomposition (breaking problems into parts). Learning to think computationally is vital for students — and teachers — to keep up with technological change. It can be used to solve problems, create systems and more.
Computers are a boon to solving big problems, given how much data they can ingest. But computational thinking itself, which doesn’t have to involve code, can be done anytime, anywhere. For those living in the Northern Hemisphere, that place might well be outdoors.
Computational Thinking at Camp
Summer means camping, although what “camp” looks like can vary. Some campers opt for summer camps, such as the Wolfram High School Summer Research Program. Still others might go on a camping trip, pitching a tent and readying themselves for outdoor activities.
All computational thinking’s subskills can be integrated into the camping experience. Systems like the water cycle can be observed and described as natural algorithms, for example. Campers could go birding, using decomposition to notice the similarities and differences of local birds.
Exploring nature through computational thinking doesn’t have to feel like a lesson, although you can find lessons by looking at dedicated repositories. Instead, you can try to foster a culture of curiosity, such as that espoused by mathematicians encouraging their students to notice and wonder. Curiosity often goes hand in hand with deep learning!
By Land and by Sea
When considering computational thinking at the beach, look no further than the humble sandcastle. Sand as a building material offers opportunity for problem-solving play. For example, how big can a sand sculpture be? Does the base of a sandcastle make a difference, and are there ways around those limitations? Guiding questions can build on that oh-so-vital curiosity.
Many ideas for thinking computationally while camping apply to the beach as well. Birding both by land and by sea, for example, allows for pattern matching by discerning young ornithologists. What are the differences between birds who live in the forest and birds who flock to the ocean? Could those differences be captured on camera?
More so than guiding questions, you could use the project-based learning (PBL) mindset to ask a big question before you even see the shoreline. Framing a trip with a big question (or “driving question”) primes observation, and even if the PBL doesn’t extend beyond that, like with curiosity, observation can often be its own reward.
Connecting Outside to Inside
Observations made outside can be brought inside, allowing campers and beachgoers alike to explore big answers through code. As a recent example, consider the eclipse explorations suggested in Predicting the Eclipse: A Multimillennium Tale of Computation, which you can learn about here. The data was observed while outdoors, but using Wolfram Language made those observations even more exciting.
Whatever your approach to summertime computational thinking, be sure to allow for rest! Rest is a vital part of learning, giving neurons a chance to fully integrate what’s been studied. Consider the suggestions here to be just that: suggestions. Ideally, everyone will be playing and learning in tandem.
About the blogger:
Jesika Brooks
Jesika Brooks is an editor and bookworm with a Master of Library and Information Science degree. A lifelong learner herself, she has always been fascinated by the intersection of education and technology. She edits the Tech-Based Teaching blog (and always wants to hear from new voices!).
