[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600143-105":59,"doc-detail-600143-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","implications-of-computational-thinking-knowledge-transfer-for-developing-educational-interventions","Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions","","This article analyzes how educators and researchers advocate incorporating computer programming into K-12 curricula, highlighting cognitive benefits that extend beyond computing through computational thinking (CT). It reviews key concepts of knowledge transfer (KT), arguing that cognitive programming skills are often not transferred as an automatic and spontaneous process. The paper structures the discussion around KT history and taxonomies, CT definitions and international study-plan outcomes, and challenges, implications, and recommendations grounded in experimental results.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implications-of-computational-thinking-knowledge-transfer-for-developing-educational-interventions/600143/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implications-of-computational-thinking-knowledge-transfer-for-developing-educational-interventions/600143.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the article on computational thinking and knowledge transfer?","Question",{"text":112,"@type":113},"The article focuses on how computational thinking knowledge transfer can inform the design of educational interventions, especially in K-12 settings, and why transfer may not occur automatically.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define knowledge transfer (KT) in education?",{"text":117,"@type":113},"KT is defined as the effective use of knowledge, skills, and attitudes acquired in an educational or training program, enabling preparation for future learning and portable application to new contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the article associate with computational thinking in learners?",{"text":121,"@type":113},"The article links computational thinking with improved problem-solving skills, including organizing processes, recognizing patterns or repetitions, and identifying system errors, supported by prior research.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600143,1792190821,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","OPEN ACCESS  \nReview Article  \nContemporary Educational Technology, 2022, 14(3), ep367 ISSN: 1309-517X (Online)  \nImplications of Computational Thinking Knowledge Transfer for Developing Educational Interventions  \nSandra Erika Gutiérrez-Núñez 1  \n 0000-0002-4246-620X  \nAixchel Cordero-Hidalgo 1  \n 0000-0001-9927-0972  \nJavier Tarango 1*  \n 0000-0002-0416-3400  \n1 Autonomous University of Chihuahua, MEXICO  \n* Corresponding author: [jtarango@uach.mx](jtarango@uach.mx)  \nCitation: Gutiérrez-Núñez, S. E., Cordero-Hidalgo, A., & Tarango, J. (2022) . Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions. Contemporary Educational Technology, 14(3), ep367 . [https://doi.org/10.30935/cedtech/1](https://doi.org/10.30935/cedtech/1)1810  \nARTICLE INFO ABSTRACT  \n\n| Received: 20 Dec 2021\u003Cbr>Published: 12 Feb 2022 | This article analyzes the way in which educators and researchers have pronounced themselves for incorporating computer programming in the K-12 curricula (basic and secondary education), recognizing its cognitive benefits in those who practice it, which can be useful in contexts other than computing, by influencing the development of higher order thinking skills and problem solving, both concepts integrated in the so-called computational thinking (CT) . The proposal includes the vision of various authors, who conclude that the transfer of cognitive programming skills does not happen correctly given the prevalence of educational interventions designed under the belief that it occurs as an automatic and spontaneous process. The structure of the article is made up of three fundamental aspects: (1) historical account of the definition of knowledge transfer (KT), its main theoretical and classificatory taxonomies; (2) integration of existing definitions on CT andtheway in which the formulation of various study plans in different countries has resulted; and (3) the investigation of different challenges and implications present in the CT, as well as recommendations for its improvement, taking as a reference the results of experiments carried out in different academic fields, proposed in order to strengthen both the KT as well as the CT.\u003Cbr>Keywords: computational thinking, computer-like thinking, computational-informatics thinking, computational literacy, problem solving, computer science education |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe theoretical-practical development of computational thinking (CT) arose in an atypical way, arising first in industrial work environments, with later incorporation in higher education scenarios and descending to therest of the educational levels until reaching basic education. thus being formally incorporated into the curriculum (Bocconi et al., 2016a; Sánchez-Vera, 2019) . At present, governments around the world have sought to improve such curricular conditions, incorporating new compulsory knowledge of CT, considering that its essence is directly related to the ability to solve problems (Li et al., 2020) .  \nAt present, the cognitive benefits of CT have been proven, observing that computer science programmers and students develop greater problem-solving skills (Salehi et al., 2020), especially in aspects of how to organize a process, as well as, recognize routines or repetitions, and develop a high capacity to identify errors in the operation of a system (Valverde-Berrocoso et al., 2015) . Such cognitive training is known as systemic thinking, with which an interdisciplinary conceptual framework is built, used to observe a wide range of areas  \nthat make up a whole (system) and its components (subsystems), applied not only to computing but also to scientific, organizational, personal and public systems (Sahaked & Schechter, 2016) .  \nSince CT is considered a universal competence, whose training process must begin in childhood, thus awakening the analytical capacity, which becomes a fundamental part of school learning (Voogt et al., 2015) . The integratio","cbCaifW2ZAPJOtLo","https://ap.wps.com/l/cbCaifW2ZAPJOtLo","pdf",292490,13,"English","# Introduction\n# Knowledge Transfer as a Teaching and Learning Process","[{\"question\":\"What is the main focus of the article on computational thinking and knowledge transfer?\",\"answer\":\"The article focuses on how computational thinking knowledge transfer can inform the design of educational interventions, especially in K-12 settings, and why transfer may not occur automatically.\"},{\"question\":\"How does the paper define knowledge transfer (KT) in education?\",\"answer\":\"KT is defined as the effective use of knowledge, skills, and attitudes acquired in an educational or training program, enabling preparation for future learning and portable application to new contexts.\"},{\"question\":\"What outcomes does the article associate with computational thinking in learners?\",\"answer\":\"The article links computational thinking with improved problem-solving skills, including organizing processes, recognizing patterns or repetitions, and identifying system errors, supported by prior research.\"}]","Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions | PDF",1792090116,33]