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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 local secure web 
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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  Umschlag Titel Abrufe IBOBKBLB
1930Mind in Society (Lew Semjonowitsch Vygotsky) 5, 7, 6, 10, 14, 14, 21, 10, 12, 15, 14, 2415118241822
1982 local secure web Mindstorms (Seymour Papert) 14, 21, 30, 25, 19, 30, 35, 39, 35, 23, 22, 2823345285320
1990Constructionism (Idit Harel, Seymour Papert) 5, 5, 2, 6, 7, 14, 18, 21, 9, 16, 10, 2410444241221
1991Situated Learning (Jean Lave, Etienne Wenger) 1, 5, 2, 9, 7, 12, 9, 4, 6, 8, 17, 171412171260
1995 local secure web Minds in Play (Yasmin B. Kafai) 4, 6, 2, 7, 5, 8, 16, 14, 4, 9, 6, 16233216302
2015ICER 2015 (Brian Dorn, Judy Sheard, Quintin I. Cutts) 1, 3, 2, 8, 9, 13, 22, 8, 7, 6, 6, 122820512259
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
1990 local secure web Situating Constructionism (Seymour Papert, Idit Harel) 4, 4, 2, 5, 1, 3, 8, 13, 4, 8, 6, 14381114691
1998 local secure web Individual and Social Aspects of Learning (Gavriel Salomon, David N. Perkins) 6700
2006 local secure web Computational Thinking (Jeannette M. Wing) 3, 7, 8, 16, 12, 17, 25, 12, 9, 13, 12, 28882128785
2012 local secure web Programming Goes Back to School (Alexander Repenning) 2, 2, 2, 4, 4, 7, 10, 2, 4, 6, 2, 52175123
2014 local secure web Computational thinking and tinkering (Marina Umaschi Bers, Louise P. Flannery, Elizabeth R. Kazakoff) 5, 5, 7, 10, 3, 5, 6, 16, 3, 12, 2, 63206282
2015 local secure web Grounding Computational Thinking Skill Acquisition Through Contextualized Instruction (Hilarie Nickerson, Catharine Brand, Alexander Repenning) 2, 7, 9, 5, 1, 3, 1, 1, 2, 3, 2, 633687

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