Computational Thinking Education.

• Author: Kong, Siu Cheung.
• TeilnehmendeR: Abelson, Harold.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (377 pages)

Table of Contents

Intro -- Preface -- Contents -- 1 Introduction to Computational Thinking Education -- 1.1 Introduction -- 1.2 Conceptual Framework and Chapters in This Book -- 1.2.1 Sub-theme 1: Computational Thinking and Tool Development -- 1.2.2 Sub-theme 2: Student Competency and Assessment -- 1.2.3 Sub-theme 3: Computational Thinking and Programming Education in K-12 -- 1.2.4 Sub-theme 4: Computational Thinking in K-12 STEM Education and Non-formal Learning -- 1.2.5 Sub-theme 5: Teacher and Mentor Development in K-12 Education -- 1.2.6 Sub-theme 6: Computational Thinking in Educational Policy and Implementation -- References -- Computational Thinking and Tool Development -- 2 Computational Thinking-More Than a Variant of Scientific Inquiry! -- 2.1 Introduction -- 2.1.1 Origins of the Current Debate -- 2.1.2 Computational Thinking for K-12 -- 2.1.3 Model Progression: The Use-Modify-Create Scheme -- 2.1.4 The CT Terminology -- 2.2 Basic Concepts and Building Blocks -- 2.2.1 "Computational Models" and "Models of Computation" -- 2.2.2 The Notion of "Abstraction" -- 2.2.3 Languages, Representations, and Microworlds -- 2.2.4 CT from the Perspective of Inquiry Learning in Science -- 2.2.5 Interim Summary -- 2.3 Specific Approaches and Examples -- 2.3.1 From Reactive Rule-Based Programming to Block Structures -- 2.3.2 "Computational Metacognition" -- 2.4 Conclusion -- References -- 3 MIT App Inventor: Objectives, Design, and Development -- 3.1 Introduction -- 3.2 MIT App Inventor Overview -- 3.3 MIT App Inventor Design Goals -- 3.3.1 Component Abstraction for Platform Behavior -- 3.3.2 Blocks as Logic -- 3.3.3 Mental Modeling -- 3.3.4 Fast Iteration and Design Using the Companion -- 3.4 The History of MIT App Inventor -- 3.4.1 Inception at Google -- 3.4.2 Educational Expansion at MIT -- 3.5 MIT App Inventor in Education -- 3.5.1 Massive Open Online Courses.

3.5.2 MIT Master Trainers Program -- 3.5.3 Extensions -- 3.5.4 Research Projects -- 3.6 Empowerment Through Programming -- 3.6.1 From Theoretical to Practical -- 3.6.2 Computational Thinking -- 3.6.3 Computational Action -- 3.6.4 Supporting a Community Around Computation and App Creation -- 3.7 Discussion -- 3.7.1 Common Misconceptions -- 3.7.2 Limitations -- 3.7.3 Benefits of Visual Programming for Mobile -- 3.8 Conclusions -- 3.8.1 Future Vision -- References -- Student Competency and Assessment -- 4 Measuring Secondary School Students' Competence in Computational Thinking in ICILS 2018-Challenges, Concepts, and Potential Implications for School Systems Around the World -- 4.1 Introduction: The Relevance of Researching Teaching and Learning Computational Thinking in Schools -- 4.2 Researching Students' Achievement in Computational Thinking in the Context of ICILS 2018 -- 4.2.1 ICILS 2018-Assessing Students' Readiness for the Digital World in the Scope of an International Comparative Study -- 4.2.2 Computational Thinking as Part of ICILS 2018 -- 4.3 Relevance and Potential Outcomes for Educational Systems Around the World -- References -- 5 Computational Thinking Processes and Their Congruence with Problem-Solving and Information Processing -- 5.1 Introduction -- 5.2 Current State of Research -- 5.2.1 Computational Thinking and Problem-Solving -- 5.2.2 Computational Thinking and Information Processing -- 5.2.3 Computational Thinking Processes -- 5.2.4 In-School Acquisition of Competences in the Field of Computational Thinking -- 5.3 Research Concept -- 5.3.1 Study and Data Basis -- 5.3.2 Methodology and Expected Outcomes -- 5.4 Summary and Outlook -- References -- 6 Combining Assessment Tools for a Comprehensive Evaluation of Computational Thinking Interventions -- 6.1 Introduction -- 6.2 Computational Thinking Assessment Tools.

6.3 Convergent Validity Studies -- 6.4 A Comprehensive Evaluation of Computational Thinking Interventions -- 6.5 Conclusions and Further Research -- References -- 7 Introducing and Assessing Computational Thinking in the Secondary Science Classroom -- 7.1 Introduction -- 7.2 Theoretical Orientation -- 7.3 Method -- 7.3.1 Study Design -- 7.3.2 Participants -- 7.3.3 CT-STEM Units -- 7.3.4 Data Collection -- 7.3.5 Analytic Approach -- 7.4 Findings -- 7.4.1 Learning Objective 1: Explore a Model by Changing Parameters -- 7.4.2 Learning Objective 2: Identify Simplifications Made by a Model -- 7.5 Discussion -- References -- 8 Components and Methods of Evaluating Computational Thinking for Fostering Creative Problem-Solvers in Senior Primary School Education -- 8.1 Introduction -- 8.2 Background -- 8.2.1 Computational Thinking -- 8.2.2 The Adopted Framework for Computational Thinking Evaluation -- 8.3 Methodology -- 8.4 Results and Discussion Based on Literature Review -- 8.4.1 CT Concepts -- 8.4.2 CT Practices -- 8.4.3 CT Perspectives -- 8.5 Conclusion -- References -- Computational Thinking and Programming Education in K-12 -- 9 Learning Composite and Prime Numbers Through Developing an App: An Example of Computational Thinking Development Through Primary Mathematics Learning -- 9.1 Introduction -- 9.2 Background -- 9.2.1 CT Framework -- 9.2.2 Block-Based Programming Environments -- 9.2.3 Mathematics Learning and CT Development -- 9.2.4 Learning Composite and Prime Numbers in Primary School Mathematics -- 9.3 Developing an App as Pedagogy for Supporting the Conceptual Understanding of Composite and Prime Numbers -- 9.3.1 Inquiry Activities About Composite and Prime Numbers -- 9.3.2 Developing an App as Pedagogy -- 9.3.3 Problem Decomposition and Algorithmic Thinking -- 9.3.4 Reusing Code from a Simple App to Build an App to Find Factors.

9.3.5 Testing the App and Connecting the Tasks with the Digital World -- 9.3.6 Using '1' and '0' to Trigger In-depth Discussion of Composite and Prime Numbers -- 9.3.7 Adding a Conditional Statement to the App to Handle the Case of Inputting 0 -- 9.4 Computational Thinking Development -- 9.4.1 CT Concepts Development -- 9.4.2 CT Practices Development -- 9.4.3 CT Perspectives Development -- 9.5 Conclusion -- References -- 10 Teaching Computational Thinking Using Mathematics Gamification in Computer Science Game Tournaments -- 10.1 Introduction -- 10.2 Algebra Gamification -- 10.3 Mathematics Gamification of Algebra Maze -- 10.4 Mathematics Gamification of Algebra Game -- 10.5 Case Study of Computer Science Challenge Game Tournament -- 10.6 Further Discussions -- 10.7 Conclusions -- References -- 11 Mathematics Learning: Perceptions Toward the Design of a Website Based on a Fun Computational Thinking-Based Knowledge Management Framework -- 11.1 Introduction -- 11.1.1 Problem -- 11.1.2 Objectives -- 11.2 Literature Review -- 11.2.1 Computational Thinking (CT) -- 11.2.2 Game-Based Learning and Gamification -- 11.2.3 Knowledge Management -- 11.3 Methodology -- 11.3.1 Website Component Design Based on Computational Thinking (CT) -- 11.4 Pilot Test: Preliminary Design and Analysis -- 11.5 Alpha Testing: Design and Development -- 11.5.1 Alpha User Testing -- 11.6 Beta Testing -- 11.7 Comparison Between Alpha-Beta User Testings -- 11.8 Significance -- 11.9 Conclusion -- References -- Computational Thinking in K-12 STEM Education and Non-formal Learning -- 12 Defining and Assessing Students' Computational Thinking in a Learning by Modeling Environment -- 12.1 Introduction -- 12.2 Related Work -- 12.3 The STEM + CT Framework -- 12.3.1 The STEM + CT Framework -- 12.3.2 The Learning Environment -- 12.3.3 The Assessment Framework -- 12.4 Results and Discussion.

12.4.1 Overall Learning Gains -- 12.4.2 The Correlations and Synergies in STEM and CT Learning -- 12.4.3 The Use of STEM + CT Practices -- 12.5 Conclusions -- References -- 13 Roles, Collaboration, and the Development of Computational Thinking in a Robotics Learning Environment -- 13.1 Introduction -- 13.1.1 Computational Thinking -- 13.1.2 Educational Robotics and Computational Thinking -- 13.1.3 Collaborative Learning with Robotics: Emergent Roles -- 13.1.4 Research Questions -- 13.2 Methods -- 13.2.1 Phase I-Behavior Analysis: Roles and Collaboration -- 13.2.2 Phase II-Discourse Analysis: Computational Thinking -- 13.2.3 Phase III-Descriptive Statistics: Roles -- 13.2.4 Phase IV-Difficulty Score Calculation: Learning Outcomes -- 13.3 Results -- 13.3.1 Role Transitions -- 13.3.2 Collaboration -- 13.3.3 Computational Thinking -- 13.4 Discussion -- References -- 14 Video Games: A Potential Vehicle for Teaching Computational Thinking -- 14.1 Introduction -- 14.2 Computational Thinking Skills -- 14.3 Methodology -- 14.4 Results and Discussion -- 14.5 Implications for Educators and Researchers -- Appendix 1: Survey-Video Game Experience -- Appendix 2: Homework Exercise-Describing My Favourite Game -- References -- 15 Transforming the Quality of Workforce in the Textile and Apparel Industry Through Computational Thinking Education -- 15.1 Introduction -- 15.1.1 Business Challenges and Opportunities -- 15.1.2 People Challenges -- 15.2 "You Can Code" Campaign (2015−2016) -- 15.2.1 Champaign Design and Implementation -- 15.2.2 Value Created from the Campaign -- 15.2.3 Employee Empowerment-From Reactive to Proactive, from Follower to Owner -- 15.3 From Computational Thinking to Computational Action -- 15.3.1 Development of Esquel Carpool App -- 15.3.2 The Idea of Esquel Carpool App -- 15.3.3 Impact from Esquel Carpool App.

15.4 From Programming to Internet of Things.