
Zusammenfassungen
Introducing computational modeling as the way of "doing science" in K-12 classes can greatly increase students' participation in computing. But, how can K-12 science teachers, who may have little or no programming experience, teach such classes? And, how can teachers adopt computational modeling in a manner that not only deepens science learning, but also supports the development of authentic programming experiences?
Von Pratim Sengupta, Amanda Dickes, Amy Voss Farris, Ashlyn Karan, David Martin, Mason Wright im Text Programming in K-12 Science Classrooms (2015)
Bemerkungen

Dieser wissenschaftliche Zeitschriftenartikel erwähnt ...
Tagcloud
Volltext dieses Dokuments
![]() | ![]() ![]() ![]() ![]() ![]() |