THE CONVERGENCE OF COMPUTATIONAL THINKING AND ITS COGNITIVE ASPECTS IN ARCHITECTURAL EDUCATION

Abstract

This article offers a nuanced understanding of Computational Thinking (CT) as a soft skill 
for non-computer scientists by addressing the conceptual differences in the learning 
experience of its cognitive aspects. In contemporary education, the cognitive contribution of 
CT is expected to be more than computer literacy. Over a decade, CT has been addressed as a 
„21st Century Skill‟ outside the Computer Sciences and promoted in the early stages of 
compulsory education. However, challenges remain in the existing culture of teaching CT in 
architectural education to better meets the 21st Century learners‟ needs. For that, we present a 
curated collection of existing knowledge from art, design, and computer sciences. The article 
does not aim inventing a set of new practices of teaching CT but shedding light to the culture 
to use new pedagogies determined as effective teaching/learning in architectural education. It 
is expected to be one of the preliminary studies that contribute to design education literature.