Computational thinking education in K 12 : artificial intelligence literacy and physical computing A guide to computational thinking education with a focus on artificial intelligence literacy and the integration of computing and physical objects. Computing has become an essential part of todays primary and secondary school curricula. In recent years K–12 computer education has shifted from computer science itself to the broader perspective of computational thinking (CT) which is less about technology than a way of thinking and solving problems—“a fundamental skill for everyone not just computer scientists ” in the words of Jeanette Wing author of a foundational article on CT. This volume introduces a variety of approaches to CT in K–12 education offering a wide range of international perspectives that focus on artificial intelligence (AI) literacy and the integration of computing and physical objects. The book first offers an overview of CT and its importance in K–12 education covering such topics as the rationale for teaching CT; programming as a general problem solving skill; and the “phenomenon based learning” approach. It then addresses the educational implications of the explosion in AI research discussing among other things the importance of teaching children to be conscientious designers and consumers of AI. Finally the book examines the increasing influence of physical devices in CT education considering the learning opportunities offered by robotics. Contributors: Harold Abelson Cynthia Breazeal Karen Brennan Michael E. Caspersen Christian Dindler Daniella DiPaola Nardie Fanchamps Christina Gardner McCune Mark Guzdial Kai Hakkarainen Fredrik Heintz Paul Hennissen H. Ulrich Hoppe Ole Sejer Iversen Siu Cheung Kong Wai Ying Kwok Sven Manske Jesús Moreno León Blakeley H. Payne Sini Riikonen Gregorio Robles Marcos Román González Pirita Seitamaa Hakkarainen Ju Ling Shih Pasi Silander Lou Slangen Rachel Charlotte Smith Marcus Specht Florence R. Sullivan David S. Touretzky Introduction of computational thinking education in K 12 Siu Cheung Kong Harold Abelson and Wai Ying Kwok Part 1: a multiplicity of computational thinkings A case for why: society school self Karen Brennan Providing students with computational literacy for learning about everything Mark Guzdial Developing computational thinking skills with multiple models and representations H. Ulrich Hoppe and Sven Manske Towards a theory (and practice) of multiple computational thinkings Marcos Roman Gonzalez Jesús Moreno Leon and Gregorio Robles Learning computational thinking in phenomenon based co creation projects: perspectives from Finland Pasi Silander Sini Riikonen Pirita Seitamaa Hakkarinen and Kai Hakkarainen Computational empowerment Christian Dindler Ole Sejer Iversen Michael E.Caspersen and Rachel Charlotte Smith Part II: computational thinking and artificial intelligence literacy in k 12 The computational thinking and artificial intelligence duality Fredrik Heintz Artificial intelligence thinking in k 12 David Touretzky and Christina Gardner Mccune Preparing children to be conscientious consumers and designers of AI technologies Daniella Dipaola Blakeley H. Payne and Cynthia Breazeal Part III: computational thinking and physical computing education in k 12 Examining the multi dimensional learning affordances of robotics for computational thinking and science inquiry Florence R. Sullivan Towards a research agenda for developing computational thinking skills by sense reason act programming with robots Nardie Fanchamps Marcus Specht Lou Slangen and Paul Hennissen Computational thinking in the interdisciplinary robotic game: the charm of steam Ju Ling Shih.