Despite computers being integral to modern life, a widely established pedagogy for teaching Computational Thinking (CT) remains elusive. While CT; integrating programming concepts with problem-solving; has gained popularity, traditional approaches often overlook effective learning environments. This conceptual paper explores the critical relationship between CT and Cognitivism, particularly its role as an information processing and memory theory within the Human Cognitive Architecture. Drawing on existing literature, which indicates a limited application of CT in education, this paper proposes a teaching style that leverages Cognitivist principles to integrate CT, thereby enhancing learners’ knowledge acquisition and long-term retention. By demonstrating CT’s influence on human cognition (information processing and memory), this paper argues for a CT-informed pedagogical foundation for teaching and learning.

Keywords: Computational Thinking, Pedagogy, Information Processing, Cognitivism.