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Abstraction in Computer Science Education: An Overview
Volume 20, Issue 4 (2021), pp. 615–639
Claudio MIROLO   Cruz IZU   Violetta LONATI   Emanuele SCAPIN  

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https://doi.org/10.15388/infedu.2021.27
Pub. online: 5 August 2022      Type: Article      Open accessOpen Access

Published
5 August 2022

Abstract

When we “think like a computer scientist,” we are able to systematically solve problems in different fields, create software applications that support various needs, and design artefacts that model complex systems. Abstraction is a soft skill embedded in all those endeavours, being a main cornerstone of computational thinking. Our overview of abstraction is intended to be not so much systematic as thought provoking, inviting the reader to (re)think abstraction from different – and perhaps unusual – perspectives. After presenting a range of its characterisations, we will explore abstraction from a cognitive point of view. Then we will discuss the role of abstraction in a range of computer science areas, including whether and how abstraction is taught. Although it is impossible to capture the essence of abstraction in one sentence, one section or a single paper, we hope our insights into abstraction may help computer science educators to better understand, model and even dare to teach abstraction skills.

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Open access article under the CC BY license.

Keywords
computer science education abstraction computational thinking concept development

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