In our conversations with Scratchers, we heard young designers describe evolving understandings of themselves, their relationships to others, and the technological world around them. This was a surprising and fascinating dimension of participation with Scratch — a dimension not captured by our framing of concepts and practices. As the final step in articulating our computational thinking framework, we added the dimension of perspectives to describe the shifts in perspective that we observed in young people working with Scratch, which included three elements: expressing: realizing that computation is a medium of creation, "I can create." connecting: recognizing the power of creating with and for others, "I can do different things when I have access to others." questioning: feeling empowered to ask questions about the world, "I can (use computation to) ask questions to make sense of (computational things in) the world."
Related: Computer Science
• Practices-Mathematical and Computational Thinking
• COMPUTER SCIENCE
• Pensamiento Computacional