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Teacher Transformations in Developing Computational Thinking

Gaming and Robotics Use in After-School Settings
Alan Buss, Ruben Gamboa
Zu finden in: Emerging Research, Practice, and Policy on Computational Thinking (Seite 189 bis 203), 2017    
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The challenges of addressing increasing calls for the inclusion of computational thinking skills in K-12 education in the midst of crowded school curricula can be mitigated, in part, by promoting STEM learning in after-school settings. The Visualization Basics: Using Gaming to Improve Computational Thinking project provided opportunities for middle school students to participate in after-school clubs focused on game development and LEGO robotics in an effort to increase computational thinking skills. Club leaders and teachers, however, first needed to develop proficiency with the computational tools and their understanding of computational thinking. To achieve these goals, teachers participated in two online professional development courses. After participating in the courses, teachers´ understanding of and attitudes toward computational thinking skills were mostly positive. Observations of club sessions revealed that teachers provided a mix of structured and open-ended instruction. Guided instruction, such as using detailed tutorials for initial exposure to a concept or process, was most commonly observed. One area identified for improvement was the duration of the courses, which provided limited time for teachers to develop deep and robust computational thinking skills. Despite this limitation, the data collected thus far suggest that teachers´ understanding of and attitudes toward computational thinking skills improved.

Von Alan Buss, Ruben Gamboa im Buch Emerging Research, Practice, and Policy on Computational Thinking (2017) im Text Teacher Transformations in Developing Computational Thinking

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Personen
KB IB clear
Marina Umaschi Bers, Catharine Brand, Louise P. Flannery, Idit Harel, Yasmin B. Kafai, Elizabeth R. Kazakoff, Jean Lave, Hilarie Nickerson, Seymour Papert, David N. Perkins, Alexander Repenning, Gavriel Salomon, Lew Semjonowitsch Vygotsky, Etienne Wenger, Jeannette M. Wing

Begriffe
KB IB clear
AgentCubes, AgentSheets, computational thinkingcomputational thinking, Programmierenprogramming, Scratch
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1930Mind in Society (Lew Semjonowitsch Vygotsky) 4, 5, 3, 17, 4, 8, 12, 7, 30, 14, 31, 2013718201469
1982    Mindstorms (Seymour Papert) 14, 16, 6, 24, 6, 17, 34, 8, 62, 20, 32, 1720545174721
1990Constructionism (Idit Harel, Seymour Papert) 3, 3, 2, 2, 2, 4, 8, 4, 20, 10, 5, 991389966
1991Situated Learning (Jean Lave, Etienne Wenger) 6, 4, 1, 6, 2, 4, 6, 6, 28, 12, 22, 191332191000
1995    Minds in Play (Yasmin B. Kafai) 3, 4, 2, 3, 2, 3, 4, 8, 12, 9, 3, 423324136
2015ICER 2015 (Brian Dorn, Judy Sheard, Quintin I. Cutts) 11, 4, 1, 4, 3, 2, 10, 6, 12, 4, 6, 550180593
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1990    Situating Constructionism (Seymour Papert, Idit Harel) 2, 2, 3, 3, 1, 3, 2, 12, 8, 4, 3, 335113558
1998    Individual and Social Aspects of Learning (Gavriel Salomon, David N. Perkins) 6700
2006    Computational Thinking (Jeannette M. Wing) 5, 4, 1, 6, 3, 3, 8, 6, 14, 8, 22, 12622112451
2012    Programming Goes Back to School (Alexander Repenning) 2, 3, 2, 4, 1, 2, 2, 7, 2, 1, 2, 3116354
2014    Computational thinking and tinkering (Marina Umaschi Bers, Louise P. Flannery, Elizabeth R. Kazakoff) 4, 3, 3, 5, 4, 2, 6, 2, 6, 6, 3, 45204146
2015    Grounding Computational Thinking Skill Acquisition Through Contextualized Instruction (Hilarie Nickerson, Catharine Brand, Alexander Repenning) 1, 8, 3, 4, 2, 2, 2, 3, 2, 2, 333332

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