Computational Thinking (CT) is a new trend for approaching complex problems in both teaching and research activities. It requires the application of computer-science techniques in solving problems that usually belong to other knowledge and scientific domains. In particular, researchers, teachers and students may use abstraction methodologies not only to reduce complexity of problems, but also to enable reasoning by metaphors. Integration of CT with computational semantic-based reasoning, may lead to significant research results in social science and it prepares students to a new methodology for the analysis of historical and social sources. In this work, we describe a novel CT methodology based on formal semantics, metaphors and automatic reasoning, we show how it applies to the study of some concepts of modern history, and we report some results obtained by following the steps of the proposed methodology.
|Titolo:||Enforcing historical research and teaching with computational thinking and metaphoric abstraction|
|Data di pubblicazione:||2014|
|Appare nelle tipologie:||1.1 Articolo in rivista|